eBook, PDF

Computational Thinking in Education (eBook, PDF)

A Pedagogical Perspective

Redaktion: Yadav, Aman; Berthelsen, Ulf

Beschreibung

Computational Thinking in Education explores the relevance of computational thinking in primary and secondary education.

As today's school-aged students prepare to live and work in a thoroughly digitized world, computer science is providing a wealth of new learning concepts and opportunities across domains. This book offers a comprehensive overview of computational thinking, its history, implications for equity and inclusion, analyses of competencies in practice, and integration into learning, instruction, and assessment through scaffolded teacher education.

Computer science education faculty and pre- and in-service educators will find a fresh pedagogical approach to computational thinking in primary and secondary classrooms.

Technische Details

• Geräte: PC
• mit Kopierschutz

Barrierefreiheit

• Text-to-Speech
• E-Mail des Verlags für Barrierefreiheitsfragen: [e-mail]
• Seitennummerierung folgt dem gedruckten Werk
• Kurze Alternativtexte für nicht-textuelle Inhalte vorhanden
• Navigierbarer Index mit direktem Zugriff auf Indexbegriffe
• Navigierbares Inhaltsverzeichnis für direkten Zugriff auf Text und Medien

Autor

Aman Yadav is a Professor of Educational Psychology and Educational Technology in the College of Education at Michigan State University, USA. Ulf Dalvad Berthelsen is an Associate Professor in the School of Communication and Culture at Aarhus University, Denmark.

Produktdetails

• Verlag: Taylor & Francis eBooks
• Seitenzahl: 236
• Erscheinungstermin: 22. November 2021
• Englisch
• ISBN-13: 9781000452600
• Artikelnr.: 62659724

Rezensionen

"As computational thinking becomes part of compulsory education, school systems will be considering how it fits into the system as a whole. This book uniquely offers a system-wide view of computational thinking, from preparing teachers to choosing computational thinking instruction to implementing a district strategy. It provides an excellent opportunity to learn from top educators and researchers in the field about their perspectives of the implementation and future of computational thinking."
-Lauren Margulieux, Assistant Professor and Computer Science Endorsement Director at Georgia State University, USA

"As computer science education moves into school classrooms around the globe, this book addresses

central questions of what computational thinking should mean in K-12 education. The contributing chapters address critical issues in district initiatives, teacher professional development, student assessment, and subject matter integration."
-Yasmin B. Kafai, Lori and Michael Milken President's Distinguished Professor at University of Pennsylvania, USA

"Currently, the prevailing belief in most countries is that a compulsory education in computer science is indispensable for all children and young people in order to enable them to lead autonomous, self-determined and responsible lives in the information society. Computational thinking represents the currently best-known and most widely accepted didactical approach to this end. This book finally offers a comprehensive analysis of the pedagogical aspects of this approach, which is urgently needed for implementation in schools. It is a must-read for all researchers and practitioners who are serious about computational thinking."
-Peter Hubwieser, Professor for Computer Science Education at the Technical University of Munich, Germany

"This is a great, essential book for a field that is both fresh and long-established. Some of itsauthors are among the world's most esteemed researchers in the field, and others are emerging with exiting new ideas. The book addresses a wealth of very important issues, from questions about the raison d'etre altogether of teaching computational thinking to innovative considerations of hard-nosed problems of how to prepare pre- and in-service teachers for the task. I highly recommend this book to everyone interested in the broad field of technology in education."
-Jeppe Bundsgaard, Professor of Education in the Danish School of Education at Aarhus University, Denmark