Computational Thinking Education.

• Author: Kong, Siu Cheung.
• TeilnehmendeR: Abelson, Harold.
• Place / Publishing House: Singapore : : Springer Singapore Pte. Limited,, 2019.; ©2019.
• Year of Publication: 2019
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (377 pages)

Table of Contents

• Intro
• Preface
• Contents
• 1 Introduction to Computational Thinking Education
• 1.1 Introduction
• 1.2 Conceptual Framework and Chapters in This Book
• 1.2.1 Sub-theme 1: Computational Thinking and Tool Development
• 1.2.2 Sub-theme 2: Student Competency and Assessment
• 1.2.3 Sub-theme 3: Computational Thinking and Programming Education in K-12
• 1.2.4 Sub-theme 4: Computational Thinking in K-12 STEM Education and Non-formal Learning
• 1.2.5 Sub-theme 5: Teacher and Mentor Development in K-12 Education
• 1.2.6 Sub-theme 6: Computational Thinking in Educational Policy and Implementation
• References
• Computational Thinking and Tool Development
• 2 Computational Thinking-More Than a Variant of Scientific Inquiry!
• 2.1 Introduction
• 2.1.1 Origins of the Current Debate
• 2.1.2 Computational Thinking for K-12
• 2.1.3 Model Progression: The Use-Modify-Create Scheme
• 2.1.4 The CT Terminology
• 2.2 Basic Concepts and Building Blocks
• 2.2.1 "Computational Models" and "Models of Computation"
• 2.2.2 The Notion of "Abstraction"
• 2.2.3 Languages, Representations, and Microworlds
• 2.2.4 CT from the Perspective of Inquiry Learning in Science
• 2.2.5 Interim Summary
• 2.3 Specific Approaches and Examples
• 2.3.1 From Reactive Rule-Based Programming to Block Structures
• 2.3.2 "Computational Metacognition"
• 2.4 Conclusion
• References
• 3 MIT App Inventor: Objectives, Design, and Development
• 3.1 Introduction
• 3.2 MIT App Inventor Overview
• 3.3 MIT App Inventor Design Goals
• 3.3.1 Component Abstraction for Platform Behavior
• 3.3.2 Blocks as Logic
• 3.3.3 Mental Modeling
• 3.3.4 Fast Iteration and Design Using the Companion
• 3.4 The History of MIT App Inventor
• 3.4.1 Inception at Google
• 3.4.2 Educational Expansion at MIT
• 3.5 MIT App Inventor in Education
• 3.5.1 Massive Open Online Courses.
• 3.5.2 MIT Master Trainers Program
• 3.5.3 Extensions
• 3.5.4 Research Projects
• 3.6 Empowerment Through Programming
• 3.6.1 From Theoretical to Practical
• 3.6.2 Computational Thinking
• 3.6.3 Computational Action
• 3.6.4 Supporting a Community Around Computation and App Creation
• 3.7 Discussion
• 3.7.1 Common Misconceptions
• 3.7.2 Limitations
• 3.7.3 Benefits of Visual Programming for Mobile
• 3.8 Conclusions
• 3.8.1 Future Vision
• References
• Student Competency and Assessment
• 4 Measuring Secondary School Students' Competence in Computational Thinking in ICILS 2018-Challenges, Concepts, and Potential Implications for School Systems Around the World
• 4.1 Introduction: The Relevance of Researching Teaching and Learning Computational Thinking in Schools
• 4.2 Researching Students' Achievement in Computational Thinking in the Context of ICILS 2018
• 4.2.1 ICILS 2018-Assessing Students' Readiness for the Digital World in the Scope of an International Comparative Study
• 4.2.2 Computational Thinking as Part of ICILS 2018
• 4.3 Relevance and Potential Outcomes for Educational Systems Around the World
• References
• 5 Computational Thinking Processes and Their Congruence with Problem-Solving and Information Processing
• 5.1 Introduction
• 5.2 Current State of Research
• 5.2.1 Computational Thinking and Problem-Solving
• 5.2.2 Computational Thinking and Information Processing
• 5.2.3 Computational Thinking Processes
• 5.2.4 In-School Acquisition of Competences in the Field of Computational Thinking
• 5.3 Research Concept
• 5.3.1 Study and Data Basis
• 5.3.2 Methodology and Expected Outcomes
• 5.4 Summary and Outlook
• References
• 6 Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventions
• 6.1 Introduction
• 6.2 Computational Thinking Assessment Tools.
• 6.3 Convergent Validity Studies
• 6.4 A Comprehensive Evaluation of Computational Thinking Interventions
• 6.5 Conclusions and Further Research
• References
• 7 Introducing and Assessing Computational Thinking in the Secondary Science Classroom
• 7.1 Introduction
• 7.2 Theoretical Orientation
• 7.3 Method
• 7.3.1 Study Design
• 7.3.2 Participants
• 7.3.3 CT-STEM Units
• 7.3.4 Data Collection
• 7.3.5 Analytic Approach
• 7.4 Findings
• 7.4.1 Learning Objective 1: Explore a Model by Changing Parameters
• 7.4.2 Learning Objective 2: Identify Simplifications Made by a Model
• 7.5 Discussion
• References
• 8 Components and Methods of Evaluating Computational Thinking for Fostering Creative Problem-Solvers in Senior Primary School Education
• 8.1 Introduction
• 8.2 Background
• 8.2.1 Computational Thinking
• 8.2.2 The Adopted Framework for Computational Thinking Evaluation
• 8.3 Methodology
• 8.4 Results and Discussion Based on Literature Review
• 8.4.1 CT Concepts
• 8.4.2 CT Practices
• 8.4.3 CT Perspectives
• 8.5 Conclusion
• References
• Computational Thinking and Programming Education in K-12
• 9 Learning Composite and Prime Numbers Through Developing an App: An Example of Computational Thinking Development Through Primary Mathematics Learning
• 9.1 Introduction
• 9.2 Background
• 9.2.1 CT Framework
• 9.2.2 Block-Based Programming Environments
• 9.2.3 Mathematics Learning and CT Development
• 9.2.4 Learning Composite and Prime Numbers in Primary School Mathematics
• 9.3 Developing an App as Pedagogy for Supporting the Conceptual Understanding of Composite and Prime Numbers
• 9.3.1 Inquiry Activities About Composite and Prime Numbers
• 9.3.2 Developing an App as Pedagogy
• 9.3.3 Problem Decomposition and Algorithmic Thinking
• 9.3.4 Reusing Code from a Simple App to Build an App to Find Factors.
• 9.3.5 Testing the App and Connecting the Tasks with the Digital World
• 9.3.6 Using '1' and '0' to Trigger In-depth Discussion of Composite and Prime Numbers
• 9.3.7 Adding a Conditional Statement to the App to Handle the Case of Inputting 0
• 9.4 Computational Thinking Development
• 9.4.1 CT Concepts Development
• 9.4.2 CT Practices Development
• 9.4.3 CT Perspectives Development
• 9.5 Conclusion
• References
• 10 Teaching Computational Thinking Using Mathematics Gamification in Computer Science Game Tournaments
• 10.1 Introduction
• 10.2 Algebra Gamification
• 10.3 Mathematics Gamification of Algebra Maze
• 10.4 Mathematics Gamification of Algebra Game
• 10.5 Case Study of Computer Science Challenge Game Tournament
• 10.6 Further Discussions
• 10.7 Conclusions
• References
• 11 Mathematics Learning: Perceptions Toward the Design of a Website Based on a Fun Computational Thinking-Based Knowledge Management Framework
• 11.1 Introduction
• 11.1.1 Problem
• 11.1.2 Objectives
• 11.2 Literature Review
• 11.2.1 Computational Thinking (CT)
• 11.2.2 Game-Based Learning and Gamification
• 11.2.3 Knowledge Management
• 11.3 Methodology
• 11.3.1 Website Component Design Based on Computational Thinking (CT)
• 11.4 Pilot Test: Preliminary Design and Analysis
• 11.5 Alpha Testing: Design and Development
• 11.5.1 Alpha User Testing
• 11.6 Beta Testing
• 11.7 Comparison Between Alpha-Beta User Testings
• 11.8 Significance
• 11.9 Conclusion
• References
• Computational Thinking in K-12 STEM Education and Non-formal Learning
• 12 Defining and Assessing Students' Computational Thinking in a Learning by Modeling Environment
• 12.1 Introduction
• 12.2 Related Work
• 12.3 The STEM + CT Framework
• 12.3.1 The STEM + CT Framework
• 12.3.2 The Learning Environment
• 12.3.3 The Assessment Framework
• 12.4 Results and Discussion.
• 12.4.1 Overall Learning Gains
• 12.4.2 The Correlations and Synergies in STEM and CT Learning
• 12.4.3 The Use of STEM + CT Practices
• 12.5 Conclusions
• References
• 13 Roles, Collaboration, and the Development of Computational Thinking in a Robotics Learning Environment
• 13.1 Introduction
• 13.1.1 Computational Thinking
• 13.1.2 Educational Robotics and Computational Thinking
• 13.1.3 Collaborative Learning with Robotics: Emergent Roles
• 13.1.4 Research Questions
• 13.2 Methods
• 13.2.1 Phase I-Behavior Analysis: Roles and Collaboration
• 13.2.2 Phase II-Discourse Analysis: Computational Thinking
• 13.2.3 Phase III-Descriptive Statistics: Roles
• 13.2.4 Phase IV-Difficulty Score Calculation: Learning Outcomes
• 13.3 Results
• 13.3.1 Role Transitions
• 13.3.2 Collaboration
• 13.3.3 Computational Thinking
• 13.4 Discussion
• References
• 14 Video Games: A Potential Vehicle for Teaching Computational Thinking
• 14.1 Introduction
• 14.2 Computational Thinking Skills
• 14.3 Methodology
• 14.4 Results and Discussion
• 14.5 Implications for Educators and Researchers
• Appendix 1: Survey-Video Game Experience
• Appendix 2: Homework Exercise-Describing My Favourite Game
• References
• 15 Transforming the Quality of Workforce in the Textile and Apparel Industry Through Computational Thinking Education
• 15.1 Introduction
• 15.1.1 Business Challenges and Opportunities
• 15.1.2 People Challenges
• 15.2 "You Can Code" Campaign (2015−2016)
• 15.2.1 Champaign Design and Implementation
• 15.2.2 Value Created from the Campaign
• 15.2.3 Employee Empowerment-From Reactive to Proactive, from Follower to Owner
• 15.3 From Computational Thinking to Computational Action
• 15.3.1 Development of Esquel Carpool App
• 15.3.2 The Idea of Esquel Carpool App
• 15.3.3 Impact from Esquel Carpool App.
• 15.4 From Programming to Internet of Things.