Programming and computational thinking in technology education : : : Swedish and international perspectives /

Programming and computational thinking in technology education : : : Swedish and international perspectives / / edited by Jonas Hallstro¨m and Marc J. de Vries.

"In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject-computing-was created, whereas in countries such as Sweden, programming was included in...

Full description

Saved in:
Bibliographic Details
TeilnehmendeR:
Hallstrom, Jonas, 1969-
de Vries, Marc J.,
Place / Publishing House:Leiden : : BRILL,, 2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Series:International Technology Education Studies
Physical Description:1 online resource (24 pages).
Tags: Add Tag
No Tags, Be the first to tag this record!
Table of Contents:
  • Intro
  • Contents
  • Preface
  • Figures and Tables
  • Figures
  • Tables
  • Notes on Contributors
  • 1. Introduction: Programming and Computational Thinking in Technology Education
  • Abstract
  • Keywords
  • 1 Programming and Computational Thinking in School Curricula: The Early 21st Century Wave
  • 2 Computational Thinking and Literacy
  • 3 Teacher Competence in Programming
  • 4 Computational Thinking, Programming, and Learning in Technology Education
  • References
  • Part 1: Definition, Philosophy and History of Programming and Computational Thinking, in Relation
  • 2. How Computers Entered Swedish Classrooms: The Importance of Educating Digital Citizens
  • Abstract
  • Keywords
  • 1 Introduction
  • 1.1 Technological Progress, Politics, and Education
  • 2 National Reforms and Campaigns to Enhance Computer Knowledge in School, 1969-2001
  • 2.1 The First Steps: 1969-1983
  • 2.1.1 The "Mate" Computer, 1981
  • 2.2 "Datalära" in Compulsory School, 1984-1987
  • 2.3 The Computer as an Educational Aid, 1988-1991
  • 2.4 The Lighthouse Project, 1996-2000
  • 2.5 Tools for Learning, 1999-2001
  • 2.6 Evaluations
  • 3 Thereafter: 2002-2011 (2017)
  • 4 Discussion
  • Acknowledgements
  • Notes
  • References
  • 3. Transposition of Computing and Programming Knowledge: The Swedish Upper Secondary School during
  • Abstract
  • Keywords
  • 1 Introduction
  • 1.1 The Research Aim
  • 2 Theoretical Framework
  • 3 Background
  • 3.1 Computers and Computing in Swedish Schools
  • 3.2 Interacting with Computers
  • 3.3 Structure in Programming
  • 4 Method
  • 4.1 Two Journals: 'Elementa' and 'Skolan och Datorn'
  • 4.2 Identifying Pedagogical Debates
  • 4.3 Analysing the Pedagogical Debates
  • 5 Results and Analysis
  • 5.1 First Case-A Debate from the Mainframe Period
  • 5.1.1 Debate between Riesel and Björk
  • 5.2 Second Case-A Debate from the Microcomputer Period.
  • 5.2.1 Debate between Svensson and Engdahl
  • 6 Discussion
  • 7 Epilogue
  • Notes
  • References
  • 4. Introducing Programming and Computational Thinking in Grades 1-9: Sweden in an International
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 PCT in K-12 Education
  • 3 PCT in Grades 1-9 in Sweden
  • 3.1 Curriculum
  • 3.2 Implementation
  • 4 Models for Introducing PCT in the Curriculum
  • 4.1 Finland
  • 4.1.1 Curriculum
  • 4.1.2 Implementation
  • 4.2 Norway
  • 4.2.1 Curriculum
  • 4.2.2 Implementation
  • 4.3 Estonia
  • 4.3.1 Curriculum
  • 4.3.2 Implementation
  • 4.4 England
  • 4.4.1 Curriculum
  • 4.4.2 Implementation
  • 4.5 South Korea
  • 4.5.1 Curriculum
  • 4.5.2 Implementation
  • 5 Experiences and Lessons Learned
  • 5.1 Who?
  • 5.2 What?
  • 5.3 How?
  • 6 Conclusions
  • Acknowledgments
  • Notes
  • References
  • 5. Design and Make-and Code? Technology Education and a Unified Conception of Technology
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Digital, Analog, Abstract, and Concrete Dimensions of Technology
  • 3 Literature Review: Technology Education and Physical Artefacts
  • 4 Post-Phenomenological Analysis of Digital Technology
  • 4.1 Technologies as Technical Artefacts
  • 4.2 Technologies as Technologies of Representation
  • 5 Towards a Unified Conception of Technology: Concluding Discussion and Implications
  • Note
  • References
  • 6. Framing Computational Thinking and Digital Competence in Technology Education
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Technology Emerges as a Subject in the Swedish Curriculum
  • 2.1 From Vocational Education to a Technology School Subject
  • 2.2 Computing in Schools, a Twenty-Year Perspective
  • 2.3 Digitalization and the Programming Era
  • 3 Computational Thinking Emerges as an Educational Priority
  • 3.1 The Roots of Computational Thinking
  • 3.2 What Is Computational Thinking?.
  • 4 Computational Thinking and Digital Competences in Sweden
  • 4.1 Mapping the Curriculum
  • 4.2 Rapid Literature Review
  • 4.2.1 Perspectives on Computational Thinking
  • 5 Conclusion
  • Notes
  • References
  • Appendix A
  • 7. Visual Programming as a Tool for Developing Knowledge in STEM Subjects: A Literature Review
  • Abstract
  • Keywords
  • 1 Introduction
  • 1.1 Aim and Research Question
  • 2 Background and Earlier Research
  • 3 Research Methodology
  • 3.1 Data Collection: Literature Searches and Selection
  • 3.2 Data Analysis
  • 4 Findings
  • 4.1 Mathematical Knowledge and Skills
  • 4.2 Technological Knowledge and Skills
  • 4.3 Programming Knowledge and Skills
  • 5 Discussion
  • 6 Conclusion
  • 7 Limitations
  • References
  • Part 2: Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology
  • 8. Programming in School Technology Education: An Insight into Teachers' Efforts to Unpack
  • Abstract
  • Keywords
  • 1 Reboot and Reform
  • 1.1 Some Concerns
  • 2 Curriculum as a Process
  • 3 The Data Source
  • 4 The Analysis
  • 5 The Results
  • 5.1 Technology Teachers' Transformation of Programming
  • 5.1.1 Teachers' Choices of What Content to Cover
  • 5.1.2 Teachers' Choice of Materials and Methods
  • 5.1.3 Why Teachers Choose a Certain Content
  • 5.2 Challenges during the Transformation Process
  • 5.2.1 Intrinsic Challenges
  • 5.2.2 Extrinsic Challenges
  • 6 Discussion
  • 7 Conclusions
  • References
  • 9. Discourses of Programming Teaching within Compulsory Education
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Theoretical Framework
  • 3 Method
  • 3.1 The Training Course
  • 3.2 The Participants
  • 3.3 The Data Collection
  • 3.4 The Analysis
  • 4 Results
  • 4.1 The Teacher Training Sessions-Normative Values Emerged
  • 4.1.1 The Obvious Knowledge Content.
  • 4.1.2 The Attitude of Narrowness, Worshipping the Nature of Programming and Its Possibilities
  • 4.2 The Teacher Training Sessions-Steering Strategies Used by the Course Leaders
  • 4.2.1 The Strategy of Trivialising
  • 4.2.2 The Strategy of Disjunction
  • 4.2.3 The Injunction of Logic
  • 4.3 The Classrooms-Content and Values Highlighted
  • 4.3.1 The Grade 3 Classroom
  • 4.3.2 The Grade 4 Classroom
  • 4.3.3 The Grade 7 Technology Classroom
  • 4.4 Teachers' Project Presentations-Normative Values Emerged
  • 5 Discussion
  • References
  • 10. Student Teachers' Experiences of Programmed Technological Artefacts: Range of Understanding
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Background
  • 2.1 Artefacts in Today's Technological Society
  • 2.2 Digitalisation in Technology Education
  • 2.3 Computational Thinking
  • 2.4 Programmed Technological Artefacts
  • 2.5 Systems Thinking
  • 3 Research Design
  • 3.1 Phenomenographic Approach
  • 3.2 Data Collection
  • 3.3 Analysis
  • 4 Results
  • 4.1 Category 1: The Physical Interface
  • 4.2 Category 2: Components as Parts of a Process
  • 4.3 Category 3: Connected, Controlled, and Regulated Components
  • 4.4 Category 4: Components as and in a System
  • 5 Summary of Results
  • 6 Discussion
  • References
  • 11. Swedish Technology Teachers' Understandings of Computer Programming as Modelling
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Swedish Technology Education
  • 3 Modelling in Technology Education
  • 3.1 Models as Representations
  • 3.2 Modelling for Learning Computational Thinking
  • 3.3 Modelling for Learning to Assess and Value
  • 4 Computer Programming in Technology Education
  • 5 Interviews with Technology Teachers, the Sample
  • 6 Computer Programming as Modelling, from a Teacher Perspective
  • 6.1 Vague Concepts
  • 6.2 Problem-Solving and Computational Thinking.
  • 6.3 Computer Programming and Modes of Representations
  • 6.4 Simulations of Computer Programming
  • 7 Physical Material for Concretizing Computer Programming
  • 8 Concluding Discussion
  • References
  • 12. Teachers' Experience of Science Centres as a Resource for Programming Education
  • Abstract
  • Keywords
  • 1 Introduction
  • 1.1 Design for Learning
  • 1.2 Aim and Research Questions
  • 2 Education at SC s
  • 2.1 STEM Education at SC s
  • 2.2 Programming at SC s
  • 3 Context of the Study and Research Methodology
  • 3.1 The Lessons at SC s
  • 3.2 Interviews with Teachers
  • 3.3 Data Analysis
  • 4 Results
  • 4.1 A Revised Curriculum
  • 4.2 Support for Teachers
  • 4.3 The Visits to the SC s
  • 4.4 Lesson Outcomes
  • 5 Conclusions
  • References
  • Part 3: Computational Thinking and Programming in Technology Teaching
  • 13. Introducing Programming in an Early Primary Technology Classroom: The Distinction between Human
  • Abstract
  • Keywords
  • 1 Introduction
  • 2 Theoretical Starting Points and Central Concepts
  • 2.1 Constituted Content and Learning-A Sociocultural Perspective
  • 2.2 Theory of Mind and Theory of Artificial Mind
  • 3 Methodology
  • 3.1 Data Collection
  • 3.2 The Activity
  • 3.3 Analysis
  • 4 Results
  • 4.1 Part A, Aspect 1 and 2: Humans Understand Implicit Messages and Act on Them, and Robots Do Not Act on Implicit Messages Due to a Lack of Emotions and Physical Characteristics of a Human Body
  • 4.2 Part B, Aspect 3: We Must Tell Robots What to Do
  • 4.3 Part C, Aspect 4: We Think for Ourselves, and We Do What We Want and What We Know Will Be Good
  • 4.4 Summary of Results
  • 5 Discussion
  • 5.1 The Content Constituted in the Classroom
  • 5.2 The Importance of the Questions
  • 5.3 Awareness of ToM, ToAM and the Use of Anthropomorphic Language
  • 6 Conclusions
  • References.
  • 14. Students' Conceptions of Programmed Technological Solutions: A Basis for Organising Teaching.

Similar Items