Relevant bibliographies by topics / Computational pedagogy

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Computational pedagogy'

Author: Grafiati
Published: 3 June 2025
Last updated: 13 July 2025

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Journal articles on the topic "Computational pedagogy"

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Psycharis, Sarantos, Konstantinos Kalovrektis, and Apostolos Xenakis. "A Conceptual Framework for Computational Pedagogy in STEAM education: Determinants and perspectives." Hellenic Journal of STEM Education 1, no. 1 (2020): 17–32. http://dx.doi.org/10.51724/hjstemed.v1i1.4.

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Computational Pedagogy is an instructional approach based on Computational Science and the Computational Experiment as well as on the CPACK model. Computational Science in Education engages students in computational modeling and simulation technology in alignment with the essential features of Inquiry based teaching and learning approach and the Computational Thinking dimensions (practices and skills). STEAM –content based epistemology- education is connected to Computational Pedagogy through the Computational Experiment leading to a proposed model called ‘Computational STEAM Content Pedagogy’ as a teaching and learning approach which can be implemented in a STEAM holistic interdisciplinary/trans-disciplinary epistemology approach to the curriculum for solving real computational problems.
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Perig, Alexander V., Eduard P. Gribkov, Pavlo A. Gavrish, et al. "ENGINEERING PEDAGOGY COURSE MAPPING." Acta Metallurgica Slovaca 28, no. 1 (2022): 49–67. http://dx.doi.org/10.36547/ams.28.1.1411.

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Graduate students of technical universities have practical difficulties with learning and successful instructional implementation of the fundamentals of engineering didactics. The paper is focused on the formulation of a thought-provoking curriculum with computational assignments for the course of “Technical University Pedagogic and Methodological Foundations of Engineering Education” (TUPMFEE) for graduate and Ph.D. students. The paper uses computational modelling of behavioral processes in socio-educational systems. The TUPMFEE-curriculum teaches future engineers to apply computational techniques to modeling of socio-technical phenomena. The author-formulated and a computer modeling-supported metaphor for the psycho-educational effects of high social pressure impact on student learning dynamics was allegorically visualized using mechanical rolling stress distribution for the nonlinear social process of student knowledge acquisition during instructor-enhanced education with description of some successive forgetting of the previously acquired instructional material upon the studied course completion. The author-proposed TUPMFEE-course successfully triggers graduate students’ interest in both social, mechanical and computer sciences.
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Fennell, Hayden W., Joseph A. Lyon, Aasakiran Madamanchi, and Alejandra J. Magana. "Toward computational apprenticeship: Bringing a constructivist agenda to computational pedagogy." Journal of Engineering Education 109, no. 2 (2020): 170–76. http://dx.doi.org/10.1002/jee.20316.

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Yasar, Osman, and Jose Maliekal. "Computational Pedagogy: A Modeling and Simulation Approach." Computing in Science & Engineering 16, no. 3 (2014): 78–88. http://dx.doi.org/10.1109/mcse.2014.60.

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Psycharis, Sarantos, Dimitris Mastorodimos, Konstantinos Kalovrektis, Panagiotis Papazoglou, Lampros Stergioulas, and Munir Abbasi. "Algorithm Visualization and its Impact on Self-efficacy, Metacognition and Computational Thinking Concepts Using the Computational Pedagogy Model in STEM Content Epistemology." International Journal of Physics and Chemistry Education 10, no. 4 (2018): 71–84. http://dx.doi.org/10.51724/ijpce.v10i4.66.

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The objective of this article is twofold. One objective is the development of models of visualized algorithms (VAs) for three fundamental algorithms, the bubble sort algorithm, the selection sort algorithm and the insertion sort algorithm, using the Easy Java simulations software (Ejs) and the Computational Pedagogy model. The second objective is to investigate: a) VAs impact on learners’ self-efficacy as a general structure, metacognitive experience, critical thinking and motives and b) VAs impact on learners’ self-efficacy relative to Computational Thinking. An intervention in the form of a didactic model was implemented that utilized VAs and the Computational Pedagogy approach. Finally, we argument how VAs can be embedded in the Computational STEM pedagogy approach in teaching and learning sequences through applications related to authentic problems.
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Sumonja, Milos. "Computational thinking in education - epistemology, pedagogy and politics." Sociologija, no. 00 (2023): 5. http://dx.doi.org/10.2298/soc220401005s.

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The paper discusses computational thinking (CT) in education, as a new curricular content, and as a technosolutionist project to reshape educational practice. Proponents of CT argue that all students should learn to ?think like computer scientists?, because that is a universal mental skill for solving problems. However, practical difficulties in teaching and assessing this skill show that CT is contextually specific to computer programming, which means that its educational universalisation unjustifiably marginalizes other forms of knowledge. At the same time, especially during the pandemic, CT is increasingly permeating education through machine learning softwares, with the pedagogical argument that, like on YouTube or Netfix, algorithmic processing of data on student activities on educational platforms will achieve the progressive ideal of personalized user experience - of learning in an adaptive environment. Thus, however, algorithms shape the curriculum, not institutions. Proponents of digitalization actually confirm that these algorithms are not politically neutral, and that personalization means further privatization of education, when they demand that traditional schools be gradually replaced by educational platforms, while advocating the neoliberal view of education as acquisition of ?human capital?, or skills needed by the digital economy. Hence, ?thinking like a computer scientist? really does not only mean programming, but also creating digital content and data, which is capital for large IT companies.
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Calderon, Ana C., Deiniol Skillicorn, Andrew Watt, and Nick Perham. "A double dissociative study into the effectiveness of computational thinking." Education and Information Technologies 25, no. 2 (2019): 1181–92. http://dx.doi.org/10.1007/s10639-019-09991-3.

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Abstract We propose the first steps towards a rigorous analysis of the effectiveness of an emerging pedagogy, Computational Thinking. We found that two aspects of the pedagogy have a positive effect with regard to enhancing two cognitive processes, namely sequential thinking and in abstract thinking. Our data was gathered experimentally with a cohort of mixed-ability undergraduate students enrolled on three distinct courses. The study employed a mixed 2 × 2 factorial design with type of classroom intervention, measurements were taken at baseline and following delivery of computational thinking methodologies designed to focus on specific components of the pedagogy. The dependent variable was percentage improvement from baseline, and the analyses were conducted using 2 × 2 mixed ANOVA, an alpha criterion of p < .05 was adopted for all analyses. The specific components investigated were algorithmic thinking and abstraction, and we found a positive correlation between enhancements of sequentiality and abstract thinking.
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Ortega-Ruipérez, Beatriz. "Pedagogía del Pensamiento Computacional desde la Psicología: un Pensamiento para Resolver Problemas." Cuestiones Pedagógicas 2, no. 29 (2020): 130–44. http://dx.doi.org/10.12795/cp.2020.i29.v2.10.

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Computational thinking should be understood as problem-solving thinking, beyond its link to programming. Therefore, it is necessary to address this thought’s structure through its cognitive processes to obtain an operational definition that allows this thought’s pedagogy to be adequately addressed in the classroom, regardless its development source. In this article, five processes inherent to this thought are determined, identifying only those that are always used. These processes are operatively defined from a psychological and a pedagogical perspective. The processes are abstraction, generalization, evaluation, creation of algorithms and decomposition of the problem. The first four processes present an inherent relation to problem-solving that can be verified, while, the last one, decomposition, can be considered not fundamental in problem solving and, therefore, linked to computational thinking. The performed analysis and categorization prove that decomposition is the key and central process of computational thinking. Therefore, computational thinking teaching must always be approached from the decomposition of problems or tasks that allow the simplification of the rest of the processes involved. This should involve different resources such as programming, playing games, problem-solving, or the creation of projects.
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Lemieux, Victoria L., and Richard Marciano. "Teaching computational archival science: context, pedagogy, and future directions." Information Research an international electronic journal 30, iConf (2025): 301–18. https://doi.org/10.47989/ir30iconf47347.

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Introduction. The paper describes the development of the new transdisciplinary field of computational archival science (CAS) and the integration of computational thinking (CT) concepts into archival science. Method. The authors show how CAS can be introduced into graduate archival training through two case studies at the University of Maryland and the University of British Columbia and discuss building and sustaining CAS educator networks. Analysis. The paper argues that, given the increasing use of AI in archival work and research, the acquisition of computational skills and competencies is urgent for those entering the profession, but sees several barriers, including the willingness of archival educators to engage in this space, and the shortage of CAS educators. There is also a perceived conflict among some in the archival profession between CAS and recent archival scholarship emphasizing postcolonialism themes. Results. Results show this is a false dichotomy, as demonstrated by the many CAS papers focusing on ethical and social justice aspects of computing and archival work. Conclusion. The teaching of CAS is a necessity for archivists to stay relevant and responsive to the changing landscape. We offer CAS graduate curriculum learning guidelines, ensuring that archives remain accessible, trustworthy, and reflective of our evolving society.
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Kuswanto, Kuswanto, Kama Abdul Hakam, Juntika Nurihsan, Cece Rakhmat, Nurul Fadillah, and Syahriyati. "Bibliometric Computational Mapping Analysis Using Vosviewer: A Review on Pedagogy for Early Childhood and Computer Science." Kiddo: Jurnal Pendidikan Islam Anak Usia Dini 6, no. 1 (2025): 108–22. https://doi.org/10.19105/kiddo.v6i1.17215.

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This study aims to examine the development of pedagogy research for early childhood and computer science using the bibliometric mapping analysis method with VOSviewer. Data collected from this research are articles that have been published and indexed by Google Scholar. Keywords such as “pedagogy”, “early childhood”, and “computer science” are used in performing data collection through the Publish or Perish (PoP) software application. 996 articles were obtained, ranging from 2012 to 2021 (10 year-time). The result of this research shows that the theme of pedagogy for early childhood and computer science fluctuated from 2012 to 2015. Meanwhile, it experienced a drastic decline in the past 6 years (2016-2021). From these results, there are three main research themes obtained, namely pedagogy (290 links, total link strength of 2444, and 377 occurrences), early childhood (228 links, total link strength of 752, and 102 occurrences), and computer science (254 links, total link strength of 1403, and 213 occurrences). Topics that tend to be frequently researched are pedagogy, science, technology, teacher, education, child, play, use, early childhood education, skills, school, and computer science. Hence, there are numerous research topics that should be explored, developed, and conducted. Therefore, the study of pedagogy for early childhood and computer science is possible to be developed in parallel with other research topics.
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Dissertations / Theses on the topic "Computational pedagogy"

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Proctor, Laura L. (Laura Lynne) 1975. "Graduate school introductory computational simulation course pedagogy." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/55080.

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Thesis (S.M.)--Massachusetts Institute of Technology, Computation for Design and Optimization Program, 2009.<br>Vita. Cataloged from PDF version of thesis.<br>Numerical methods and algorithms have developed and matured vastly over the past three decades now that computational analysis can be performed on almost any personal computer. There is a need to be able to teach and present this material in a manner that is easy for the reader to understand and be able to go forward and use. Three popular course at MIT were without lecture notes; in this thesis the lecture notes are presented. The first chapter covers material taught in Numerical Methods for Partial Differential Equations (2.097/6.339/16.920) specifically the Integral Equation Methods section of this course, chapter two shows the notes for the course Introduction to Numerical Simulation (2.096/6.336/16.910), and chapter three contains the notes for the class Foundations of Algorithms and Computational Techniques in Systems Biology (6.581/20.482). These course notes give a broad overview of many algorithms and numerical methods that one can use to solve many problems that span many fields - from biology to aerospace to electronics to mechanics.<br>by Laura L. Proctor.<br>S.M.
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Amanda, Tholin. "Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215.

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Programming is a new subject in the Swedish curriculum, as a part in teaching mathematics. Literature studies highlights the need of empirical studies in order to develop computational thinking. “Making” is a pedagogical practice used in teaching programming which, according to previous research, has been successful with the aim of creating code in programming environments. However, there is critical opinions about the use of making and how the use of the practice can enable computational thinking. The purpose has therefore been to investigate the opportunities and difficulties that may arise in the use of making, as well as what active actions students choose to do when they encounter “bugs” when creating code. The aim of the study is therefore to investigate and deepen the understanding of the use to develop computational thinking in programming environments in later years mathematic education. In order to achieve the purpose of the study, participant observations were used as method in two classes in grades 7. Centrally for the method is that the observation amplifies with interviews. The result provides a basis for data which resulted in three subcategories in the material analysis, based on the theoretical framework of the study, which is computational thinking. The categories were named ”everyday examples”, “mathematics and programming syntax” and “endurance” (when student encounter “bugs”). The categories provided a basis for the opportunities and difficulties that can arise when using making and how teachers are supposed to teach to motivate students during bugs while creating code to develop computational thinking.
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Banks, Gatenby Amanda. "Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html.

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The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a 'rebranded' subject of Computing, divided into three sub domains: Computer Science; Information Technology; and digital literacy. The latter was positioned as basic technical skills. There were concerns in the education community that the new curriculum promoted programming and computer science topics to the detriment of digital literacy and applied uses of technology. Much of the Computing education literature perpetuates the hegemony of the logical and abstract, and implies computational thinking and rationality are synonymous with criticality. During the same period, a maker culture was growing rapidly in the UK, and discourses around these activities promoted an entirely different notion of digital literacy, aligned with the wide body of literacy literature that focuses on notions of empowerment and criticality rather than basic functional skills. A digital maker tool called the Raspberry Pi was released with the intention of supporting the development of computer science and digital making competence, and thus sat at the boundary of the academic and maker communities. This thesis argues that developing 'criticality' is a vital component of Computing education and explores how learning activities with the Raspberry Pi might support development of 'criticality'. In setting the scene for the investigation, I will first explore the notions underpinning discourse around both computational and critical thinking and digital literacy, suggesting that the frictions would be best overcome by abandoning abstract constructs of knowledge and assumptions that it is possible to separate theory and practice. I show how the term 'critical' is itself problematic in the literature and I look to Wenger's social theory of learning to avoid the individualistic limits of Papert's constructionism, a popular learning theory in Computing education. Wenger's constructs of knowledgeability and competence help tell a different story of what it means to be a learner of the practice of Computing, both in learning for academic purposes and with intentions towards becoming a practitioner. In concert with learning citizenship, these constructs offer a more ethical framing of 'criticality'. Informed by this theoretical position, I suggest an original, exploratory implementation of Q methodology to explore learning with technology in school settings. I qualitatively compare 'before' and 'after' Q studies that represent perspectives at the individual and collective level, with reference to observations of classroom learning. The methodology facilitates a nuanced and complex investigation and the findings of the project suggest that where pupils are already predisposed to the subject, working with the Raspberry Pi develops a broader knowledgeability, but where there is no such predisposition, a pedagogy of expressibility influences how participation in Raspberry Pi learning activities may impact knowledgeability.
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Olofsson, Magnus, and Victor Melinder. "Utvecklas datalogiskt tänkande genom problemlösning i matematik?" Thesis, Luleå tekniska universitet, Institutionen för konst, kommunikation och lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-84922.

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Datalogiskt tänkande (eng. Computational thinking) är ett relativt nytt begrepp som har fått stor uppmärksamhet på senare år. Datalogiskt tänkande handlar om att tänka på problem på ett sådant sätt som gör att datorer kan lösa dem. Flera forskarteam hävdar att datalogiskt tänkande är en färdighet lika fundamental som att läsa, skriva eller räkna i framtidens samhälle.Syftet med denna studie är att undersöka om det går att utveckla datalogiskt tänkande genom problemlösning i matematik. En lektionsserie har genomförts där elever fick arbeta med problemlösning i matematik. Elevernas för- och efterkunskaper i datalogiskt tänkande testades både innan och efter lektionsserien. Studien är ett kvasiexperiment med en kontrollgrupp och experimentgrupp där resultatet från testerna i datalogiskt tänkande har analyserats med det kvantitativa analysprogrammet SPSS.Resultatet från studien visar inte på några förändringar i datalogiskt tänkande mellan kontrollgrupp och experimentgrupp. Den främsta orsaken till detta resultat menar författarna beror på att lektionsserien i problemlösning var för kort. En annan karaktär på de matematiska problem som eleverna arbetade med under lektionsserien hade också möjligen kunnat ge ett annat resultat på studien.
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Kurtz, dos Santos Arion de Castro. "Computational modelling in science education : a study of students' ability to manage some different approaches to modelling." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018818/.

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This research is an exploratory study with 6th form students about their ability to use some different approaches to computational modelling. It involves a survey through an individual questionnaire about causal diagramming and mathematical knowledge, which aims at characterizing the students' model building capability. Also, it includes an intensive study with pairs of students doing exploratory and expressive tasks using two modelling systems: IQON and STELLA. Data was gathered through written notes from observation, written answers given to questionnaires and data recorded in the computer. Overlapping questionnaires connected the survey and the intensive study. Comparisons between the use of causal diagrams and IQON were carried out. Results show that students in some cases replace variables by objects, events and processes, though this seems to depend on the problem. There is evidence of semiquantitative reasoning, which tends to be complex and its nature and frequency seems to depend on subject matter. It is natural even in quantitative tasks and may depend on gender and background. To use/make computational models it is important to reason in a semi-quantitative way, to imagine the world in terms of variables, to understand about rate of change, to think at a system level and to understand causation in a system. Results support the use of IQON, which allows the student to think rather freely about a system. STELLA's structure and metaphor obliges the student to think about rates. Evidence of the difficulty of thinking about rates in a formal mathematical way is presented. Students seem to articulate analogies according to their scientific backgrounds, and to use their own ideas. They tend not to invoke reality to interpret models, but have a well defined conception of the relationship between model and reality. Results suggest that 6th form students can undertake valuable work with both computational systems.
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Hadjioannou, Adamantia. "The role of corpus linguistics in a lexical approach to college level English-as-a-foreign-language pedagogy." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2791.

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This project offers methods for English-as-a-foreign-language (EFL) undergraduate students to improve their English skills following a lexical approach to language incorporating the methodology of corpus linguistics research.
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Sparf, Maria. "Grundskoleelevers design i lärande : En studie om lärprocesser i programmering." Licentiate thesis, Linköpings universitet, Pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173590.

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The aim of this study is to contribute to the knowledge about how pupils design their learning in programming. It is mainly the learning process, how pupils deal with problems in programming and how they become, are and remain engaged in the tasks, which is of interest. Programming can be understood in many ways; coding, a digital competence, creativity, or ways to solve problems. The digitalisation of society has also evoked a need to learn programming from an early age in compulsory school. In this study, programming is seen as a part of the digital competence that all pupils should have the opportunity to develop, which is a common thread that runs throughout compulsory school.   The study was conducted during programming lessons at three science centres in Sweden. The centres had previous experience in teaching programming. This was used at the time of the study by schools that in this way could offer pupils to try programming even before it became part of the compulsory teaching. The lessons were adapted for novices in programming and were conducted as part of the regular school day for pupils in grades 1-8.   The theoretical framework is based on design-oriented theory with a focus on how settings and design for learning includes both opportunities and dilemmas for learning. It provides a basis for the analysis of pupils’ approaches when learning programming as well as how different types of engagement relates to their design in learning. The results are presented in two articles, which contribute with different aspects of learning. Together the articles provide a picture of pupils’ learning design within programming in compulsory school.    The first article highlights knowledge of five different approaches that pupils used to solve assignments using programming. The qualitatively different ways that pupils used during the observed lessons were mathematically, trial and error, step-by-step, routine as well as aesthetically.  Each of these approaches allows pupils to use and practice different abilities that are important for programming. The abilities are compared to, but not equal to computational thinking (CT), which (in its turn) is linked to competencies that are important for an active participation in a digital society.    The second article contributes to the understanding of how behavioural, emotional, and cognitive engagement can be identified when pupils are learning programming. To understand how the different types of engagement are individually important, yet intertwined and influencing each other, is keen knowledge. The results show how different types of engagement become visible during programming lessons. Furthermore, it is discussed how the pupils’ identified engagement can be related to how their learning process is designed.  In the study, taken as a whole, the results of the two articles show how pupils become designers in their programming learning process. The pupils designed their learning throughout their learning process regarding to the settings, to the approach they used and in the way they became engaged.<br>Studiens övergripande syfte är att fördjupa kunskapen om hur elever designar sitt lärande i programmering. Det är främst elevernas lärandeprocess, hur de tar sig an problem inom programmering och hur de blir, är och förblir engagerade i uppgifterna, som är av intresse. Programmering kan förstås på många olika sätt, kodning, en digital kompetens, kreativitet eller sätt att lösa problem. Digitaliseringen i samhället har även aktualiserat behovet av att lära sig programmering redan från tidig ålder i grundskolan. I denna studie ses programmering som en del av den digitala kompetens alla elever ska ha möjlighet att utveckla och som finns med som en röd tråd genom hela grundskolan.    Studien genomfördes under programmeringslektioner på tre science centers i Sverige. Science center har lång erfarenhet av att undervisa i programmering för barn och unga. Detta nyttjades vid tidpunkten för studien av skolor som på det sättet kunde erbjuda eleverna att prova på programmering redan innan det blev en del av den obligatoriska undervisningen. Lektionerna var anpassade för nybörjare i programmering och genomfördes som en del av skoldagen för elever i årskurs 1-8.    Det teoretiska ramverket har utgångspunkt i designorienterad teori, med fokus på hur iscensättning och design för lärande, som omfattar både möjligheter och dilemman för lärande. Ramverket ger en grund för hur elevers lärprocess och engagemang för att lära sig programmering kan analyseras.   Resultaten redovisas i form av två artiklar som tillsammans ge en bild av design för och i lärande under programmeringslektioner. Den första artikeln bidrar med kunskap om fem olika tillvägagångssätt (i artikel 1 på engelska, approach) som elever använde för att lösa uppgifter med hjälp av programmering. De kvalitativt olika sätt som eleverna använde under de observerade lektionerna var matematiskt, fel- och försök igen, steg-för-steg, rutin samt estetiskt. Var och ett av dessa tillvägagångssätt gav eleverna möjlighet att använda och träna olika förmågor som är viktiga för att kunna programmera. Förmågorna jämförs, men likställs inte med datalogiskt tänkande (CT) vilket kan anses vara knutet till kompetenser som är viktiga för att aktivt kunna delta i ett digitalt samhälle.   Den andra artikelns kunskapsbidrag är att förstå hur beteendemässigt, emotionellt och kognitivt engagemang kan identifieras när elever programmerar. Att förstå hur de olika typerna av engagemang är viktiga var och en för sig, samtidigt som de är sammanflätade och påverkar varandra, är angelägen kunskap. Resultaten visar hur olika typer av engagemang blir synliga under programmeringslektioner. Vidare diskuteras hur elevernas identifierade engagemang kan relateras till hur deras lärprocess designas.   I den sammanlagda studien visar resultaten från de båda artiklarna på hur elever blev designers för och i sitt lärande i programmering. Eleverna designade sitt lärande genom hela lärprocessen med hänseende till iscensättningen, vilka tillvägagångssätt de använde och hur de hade möjlighet att vara engagerade på olika sätt.
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Kronbäck, Susanna, and Jevgenia Hendsel. "Algebra på gymnasiet = Svårt?! : Förekomst av felsvar och feltyper vid åk 1-gymnasieelevers beräkningar inom algebra." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158649.

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Innehållet i studien handlar om att kategorisera olika typer av fel som elever i åk 1 på gymnasiet gör i algebra. Data utgörs av 80 elevprov skrivna av elever på samhällsvetenskapsprogrammet och VVS- och fastighetsprogrammet läsåret 2017/2018 och 2018/2019. Uppgifterna som eleverna har fått göra är lösa ekvationer, förenkla uttryck, räkna värdet av ett uttryck samt problemlösning. Elevernas svar har analyserats och kategoriserats i sex feltyper: 1. Förståelsefel, 2. Procedurfel, 3. Modelleringsfel eller problemlösningsfel, 4. Resonemangsfel, 5. Redovisningsfel eller kommunikationsfel, 6. Övriga fel. I resultatet preseneteras varje feltyp illustrerad med elevexempel. Med tidigre forskning som utgångspunkt identifieras och diskuteras vilka missuppfattningar och svårigheter som kan vara den bakomliggande orsaken till att eleverna gjort dessa fel.  Några exempel på orsaker är att eleverna inte uppfattar variabelns (x) symboliska värde, förstår inte variablers generella beteckning (a och b), att variabeln kan representera en siffra, eleverna övergeneraliserar, förstår inte räkning med negativa tal, kan inte hantera aritmetik, förstår inte likhetstecknets betydelse, har oeffektiv resonemang (gissar, testar sig fram), samt skriver av uppgiften fel.
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Jaffer, Shaheeda. "Pedagogic evaluation, computational performance and orientations to mathematics: a study of the constitution of Grade 10 mathematics in two secondary schools." Thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28385.

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This study takes as its starting point Bernstein’s proposition that evaluation is central to pedagogy. Specifically, along with many researchers who draw on his work, Bernstein claims that explicit evaluative criteria are critical to the academic success of learners from working-class families and low economic status communities. The research problem stems from a hypothesis, derived from the literature, that social class differences in learner performances in school mathematics suggest differences in the functioning of pedagogic evaluation, and therefore differences in what is constituted as mathematics, and how, in pedagogic situations differentiated by social class (e.g. Dowling). The contention of this study is that insufficient finegrained analyses have been undertaken to surface the computational specificity of what it is that constitutes evaluative criteria in mathematics education studies of pedagogy. The study examines the functioning of pedagogic evaluation in what comes to be constituted as mathematics by teachers and their learners, and in the specialisations of mathematical thought in pedagogic situations. The study set out to investigate the functioning of pedagogic evaluation in two schools differentiated with respect to the social class membership of learners. Two Grade 10 teachers and their learners in each school served as research participants. Methodological resources for describing the functioning of pedagogic evaluation in terms of the computational activity of teachers and learners derive from the work of Davis, which draws on a computational theory of mind (e.g., Chomsky; Gallistel &amp; King; Spelke). Bernstein’s theory of the pedagogic device, with its focus on who gets what knowledge and how, serves as a general descriptive frame structuring the study. The analysis reveals the following: (1) the commonly used descriptions of evaluative criteria as explicit/implicit are analytically blunt and consequently mask the complexity of criteria operative in pedagogic contexts; (2) differences as well as strong similarities in the functioning of evaluation and, therefore, differences and similarities in what is constituted as mathematics are evident in pedagogic situations differentiated with respect to social class; (3) an orientation to mathematics that constitutes mathematics as computations on the typographical elements of mathematical expressions is common to pedagogic situations involving learners from both upper-middle-class/elite families and working-class families; and (4) greater variation and inter-connectedness in computational resources is realised in pedagogic situations involving learners from upper-middle-class/elite families than in those involving learners from working-class families, where computational resources are relatively restricted and weakly connected. The differences between the two types of situations appear to be enabling of greater flexibility in mathematical thought and action for upper-middle-class/elite learners, on the one hand, and restricting for working-class learners, on the other. The contribution of the thesis is four-fold. The study: (1) provides a methodology for exploring the complexity of pedagogic evaluation by describing the computations performed by learners and teachers in mathematical terms, thus contributing to Bernstein’s account of pedagogic discourse as it applies to the teaching and learning of mathematics; (2) contributes to our understanding of the structuring effect of evaluation on learners’ mathematical thought; (3) contributes to the methodological resources developed by Davis for describing the constitution of mathematics in pedagogic situations; and (4) extends analyses of the constitution of mathematics in pedagogic situations to those populated by learners from upper middleclass/elite families in the South African context, albeit in a limited way.
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Books on the topic "Computational pedagogy"

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Deyasi, Arpan, Soumen Mukherjee, Anirban Mukherjee, Arup Kumar Bhattacharjee, and Arindam Mondal, eds. Computational Intelligence in Digital Pedagogy. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-15-8744-3.

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Conference, Association for Computer Aided Design in Architecture. Design computation: Collaboration, reasoning, pedagogy : proceedings of the ACADIA 1996 Conference, University of Arizona, Tucson, Arizona, October 31-November 2, 1996. Association for Computer Aided Design in Architecture, 1996.

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Mukherjee, Anirban, Arpan Deyasi, Soumen Mukherjee, Arup Kumar Bhattacharjee, and Arindam Mondal. Computational Intelligence in Digital Pedagogy. Springer Singapore Pte. Limited, 2021.

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Mukherjee, Anirban, Arpan Deyasi, Soumen Mukherjee, Arup Kumar Bhattacharjee, and Arindam Mondal. Computational Intelligence in Digital Pedagogy. Springer Singapore Pte. Limited, 2020.

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(Editor), Arnetha F. Ball, and Sarah Warshauer Freedman (Editor), eds. Bakhtinian Perspectives on Language, Literacy, and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2004.

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Bakhtinian Perspectives on Language, Literacy, and Learning (Learning in Doing: Social, Cognitive and Computational Perspectives). Cambridge University Press, 2004.

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Sedighi, Anousha, and Pouneh Shabani-Jadidi, eds. The Oxford Handbook of Persian Linguistics. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198736745.001.0001.

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The Oxford Handbook of Persian Linguistics is a comprehensive volume that offers a detailed overview of the field of Persian linguistics, discusses its development, and captures critical accounts of the cutting edge research within the major subfields of Persian linguistics. The handbook also discusses current debates and suggests productive lines of future research. Chapters are authored by internationally renowned leading scholars in the major subfields. The outline of the book is as follows: Chapter 1 is the introduction; Chapter 2 discusses the linguistic change from the Old to the New Persian; Chapter 3 is a discussion on the typological approaches and dialects; Chapter 4 focuses on phonetics, Chapter 5 on phonology, and Chapter 6 on the prosody. Chapter 7 focuses on generative approaches to Persian syntax, while Chapter 8 discusses other approaches to Persian syntax. Chapter 9 focuses on specific features of Persian syntax. Chapter 10 is on morphology, Chapter 11 on lexicography, and Chapter 12 introduces the Academy of Persian Language and Literature. Chapter 13 is on sociolinguistics, while Chapter 14 discusses language contact and multiculturalism in Iran. Chapter 15 discusses Persian as a heritage language and Chapter 16 is on Persian language pedagogy. Chapter 17 is focused on psycholinguistics, Chapter 18 on neurolinguistics, and Chapter 19 is on computational linguistics. The handbook, in one volume, gives critical expression to the Persian language and as such is a great resource for scholars, advanced students, and those researching in related areas.
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Walmsley, Angela Lynn Evans. History of Mathematics Education during the Twentieth Century. Rowman & Littlefield, 2007. https://doi.org/10.5040/9780761875963.

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A History of Mathematics Education during the Twentieth Century describes the history of mathematics education in the United States with conceptual themes concerning philosophy, mathematics content, teacher education, pedagogy, and assessment. Each decade of the twentieth century is analyzed using historical documents, within the context of the aforementioned themes, to create a concise history of mathematical reform as it relates to history within the United States. Finally, conclusions are drawn as to which reform movements are similar and different throughout the century—depicting which aspects of reform can be seen again. Mathematics education tends to swing on a pendulum from "traditional education" including teacher-directed instruction with an emphasis on computation skills to "reform education," including student-directed instruction with an emphasis on problem solving. All decades are analyzed to see where they were on the pendulum and what aspects may have contributed to the current reform movements led by the Standards movement.
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Book chapters on the topic "Computational pedagogy"

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Mike, Sharples. "Computational thinking." In Practical Pedagogy. Routledge, 2019. http://dx.doi.org/10.4324/9780429485534-18.

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Sarkar, Abhijit. "Computational Demonstration for Classroom Teaching of Classical Mechanics." In Engineering Pedagogy. Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-19-8016-9_7.

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Patarakin, Evgeny, Vasiliy Burov, and Boris Yarmakhov. "Computational Pedagogy: Thinking, Participation, Reflection." In Digital Turn in Schools—Research, Policy, Practice. Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-7361-9_9.

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Roth, Richard, and William Pierce. "Bringing Harmony to Computational Science Pedagogy." In Lecture Notes in Computer Science. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50436-6_49.

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Sukhija, Nitin, Tomasz Haupt, and Mark F. Horstemeyer. "Integrated Computational Materials Engineering (ICME) Pedagogy." In Integrated Computational Materials Engineering (ICME) for Metals. John Wiley & Sons, Inc., 2018. http://dx.doi.org/10.1002/9781119018377.ch18.

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Mayrhofer-Hufnagl, Ingrid. "Paul Klee's Pedagogy and Computational Processing." In Bauhaus Effects in Art, Architecture, and Design. Routledge, 2022. http://dx.doi.org/10.4324/9781003268314-11.

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Dijkstra, Wychman, Kris Coorde, Ana Yao, and Panagiota Fameli Buwalda. "Teaching computational thinking and digital pedagogy." In Teaching and Learning in International Schools. Routledge, 2025. https://doi.org/10.4324/9781041057314-13.

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Vallance, Michael, and Phillip A. Towndrow. "Mapping Computational Thinking for a Transformative Pedagogy." In Computational Thinking in the STEM Disciplines. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93566-9_15.

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Leonard, Jacqueline. "Robotics, Spatial Ability, and Computational Thinking." In Culturally Specific Pedagogy in the Mathematics Classroom. Routledge, 2018. http://dx.doi.org/10.4324/9781351255837-5.

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Zelenko, Darcy, Michael Minghi Park, and Rochus Hinkel. "Advancing Prototyping Pedagogy—A Design-Build Studio Approach." In Computational Design and Robotic Fabrication. Springer Nature Singapore, 2025. https://doi.org/10.1007/978-981-96-3433-0_32.

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Abstract This paper investigates the advantages of integrating a prototyping-based pedagogy into a design-build studio program. A specific design-build studio is analysed as a case study to discuss the opportunities associated with prototyping playing a more vital role in architectural education. The case study presents a unique integration of prototyping with digital fabrication, thereby enabling students to rapidly iterate designs and realise complex geometries not feasible with traditional methods. The study discusses the compatibility of prototyping-based pedagogy with digital fabrication and computational design in the educational setting. Through an analysis of the studio’s structure, the paper assesses the educational benefits associated with engaging in prototyping activities, whilst drawing comparisons to established prototyping theories from other fields. Finally, the study advocates for further research to evaluate the efficacy of prototyping-based pedagogy and develop a prototyping theory specific to architectural education.
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Conference papers on the topic "Computational pedagogy"

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Jawad, Israa Abed, Noor Kaylan Hamid, Sharmeen Izzat Hassan, Shams A. Al-Qaisy, and Sattar Jabar Daham Wassif. "Evaluation of the Educators' Perspectives on Pedagogy." In 2024 International Conference on Emerging Research in Computational Science (ICERCS). IEEE, 2024. https://doi.org/10.1109/icercs63125.2024.10895334.

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Aggarwal, Aarush, Husanbir Singh Pannu, Varleen Kaur, and Sanmeet Sidhu. "Revolution of Self-Learning in Education from Traditional Pedagogy." In 2025 International Conference on Pervasive Computational Technologies (ICPCT). IEEE, 2025. https://doi.org/10.1109/icpct64145.2025.10940807.

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Wu, Yiquan, Anlai Zhou, Yuhang Liu, et al. "Chain-of-Quizzes: Pedagogy-inspired Example Selection in In-Context-Learning." In Findings of the Association for Computational Linguistics ACL 2024. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-acl.603.

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Devaraj, Deepa Caroline, Vignesh K, Govarthini S, R. Naresh Kumar, Ragupathi Ramasamy, and P. Sulochana. "Balancing Technology with Pedagogy in Smart Classrooms for English Language." In 2025 International Conference on Automation and Computation (AUTOCOM). IEEE, 2025. https://doi.org/10.1109/autocom64127.2025.10957067.

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Fricker, Pia, Toni Kotnik, and Kane Borg. "Computational Design Pedagogy for the Cognitive Age." In eCAADe 2020: Anthropologic : Architecture and Fabrication in the cognitive age. eCAADe, 2020. http://dx.doi.org/10.52842/conf.ecaade.2020.1.685.

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Fricker, Pia, Toni Kotnik, and Kane Borg. "Computational Design Pedagogy for the Cognitive Age." In eCAADe 2020: Anthropologic : Architecture and Fabrication in the cognitive age. eCAADe, 2020. http://dx.doi.org/10.52842/conf.ecaade.2020.1.685.

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Kayen, R., and B. M. Russo. "Computational-Rock Mechanics in Pedagogy and Practice." In 58th U.S. Rock Mechanics/Geomechanics Symposium. ARMA, 2024. http://dx.doi.org/10.56952/arma-2024-0692.

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ABSTRACT: Point cloud modeling of rock slopes using LIDAR and Structure-from-Motion digital stereophotogrammetry provides, at a minimum, thousands of facets and facet normals that can be used to identify the densities of orientations of rock mass discontinuities, the geometries of potentially removable blocks, and the character of the excavation face. As part of the Engineering Geology graduate curriculum at the Civil and Environmental Engineering program at the University of California, Berkeley we teach graduate students an integrated methodology for [a] gathering point cloud information be laser or camera; [b] computing facets and facet normals form point clouds for stereonet presentation and geometric analysis of block dimension; [c] extract rock mass discontinuities from stereonet data to analyze key blocks, assess discontinuous deformation analysis (DDA) behavior, and model rock slope stability. These new methods require a suite of different software tools discussed in the paper to move through the workflow process. Computational rock mechanics provides data sets that are orders of magnitude richer in detail and result in better understanding of rock slope and tunnel key block behavior. Full application of computational rock mechanics methods should reduce the cost of bolting by identifying critical support orientations and design loads. 1. INTRODUCTION This paper is intended to serve as an instruction manual for teachers who include digital methods in rock mechanics. Innovations in digital methods for computing surface models have advanced such that models can be used for quantitative rock mechanics analyses. An array of new remote sensing tools utilizes laser and photogrammetric means to build digital twins of a surface at millimeter-to-centimeter accuracy by processing a point cloud of the target. The oldest of these technologies, Terrestrial Laser Scanning (TLS), has transformed the ability of engineers to document geotechnical sites. Though TLS remains an expensive technique for capturing point clouds of data needed to model surfaces, the cost has dropped in the last decade, and is now widely available on common cell phones. A remarkable new computer vision-based method, Structure-from-Motion (SfM), allows engineers to build complex pointcloud visualizations with digital cameras (airborne or handheld) at a fraction of the cost. In the sections below, we outline a procedure for gathering data and moving through the analysis process to extract meaningful rock mechanics information from point cloud data. The procedural steps are outlined in Figure 1.
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Khan, Arshia, and Yichen Wei. "Free Talk Zone: Inclusive Pedagogy to Encourage Women in Computer Science." In 2017 International Conference on Computational Science and Computational Intelligence (CSCI). IEEE, 2017. http://dx.doi.org/10.1109/csci.2017.193.

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Buchanan, Sarah A., Jennifer L. Wachtel, and Jennifer A. Stevenson. "Accelerating Precision Research and Resolution Through Computational Archival Science Pedagogy." In 2023 IEEE International Conference on Big Data (BigData). IEEE, 2023. http://dx.doi.org/10.1109/bigdata59044.2023.10386566.

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Psycharis, Sarantos, Konstantinos Kalovrektis, Apostolos Xenakis, et al. "The Impact of Physical Computing and Computational Pedagogy on Girl’s Self – Efficacy and Computational Thinking Practice." In 2021 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2021. http://dx.doi.org/10.1109/educon46332.2021.9454003.

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Reports on the topic "Computational pedagogy"

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Looi, Chee-Kit, Longkai Wu, Peter Sen Kee Seow, and Wendy Huang. Researching and developing pedagogies using unplugged and computational thinking approaches for teaching computing in the schools. National Institute of Education, Nanyang Technological University, Singapore, 2020. https://doi.org/10.32658/10497/22601.

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INTRODUCTION/BACKGROUND In 2017, Singapore’s Ministry of Education implemented a new GCE ‘O’ Level Computing curriculum. The new curriculum is a distinct shift from the teaching students on the use of software technology to the development of Computational Thinking skills and programming competencies. Computing thinking skills are associated with problem solving, reasoning and logic skills that all students should develop. As Singapore moves to implement a new curriculum with a greater emphasis on the development of computational thinking and programming, the following are some of the challenges that must be addressed: 1. Teachers’ Pedagogical Knowledge in teaching Computing 2. Teachers’ Competency and Knowledge on Computational Thinking STATEMENT OF PROBLEMS This project has a focus on using and integrating the unplugged approach as introductory activities for teaching computing as a pedagogy. It focuses on helping students to understand concepts in Computational Thinking. The approach also fits very well to the teaching and learning environment in a typical secondary school classroom. We worked with the teachers from collaborating schools to design and co-design unplugged activities, observed how they enacted the lessons in the classroom. This would help us to understand how teachers interpret computational thinking and adapt the unplugged approaches with their teaching practice. Also, we would like to study students' learning outcomes as a result of the teaching. The existing practice and research of unplugged teaching has the following problems: 1. There is no systematic integration. Among the many topics in computing, there are not many topics that match unplugged activities. 2. For the first-line teachers, the available public accessible resources do not help much. It can only be used when they encounter related topics. Even if there are corresponding resources on the Internet, many teachers are not keen on adopting unplugged teaching methods, due to the time and effort needed to prepare and to enact the lessons. 3. The existing unplugged teaching resources are designed with the goal of mobilizing students' interest and engagement, and more in-depth practice and research in transiting from teaching with unplugged methods to programming is needed. PURPOSE OF STUDY The purposes of this proposed research study are the following: • Develop and evaluate pedagogies linked to teaching CT. We introduce teaching unplugged as an effective student-centered approach to introducing computing concepts without the use of computers, and then we design follow-up activities and pedagogies that move students forward in the crucial computational experiences. • Assess the effect on teachers. Teachers’ pedagogical content knowledge will be assessed to understand the level they started with, and the level they would have attained after the workshops and teaching in class. Classroom observations will be held to study the teachers’ enactment of computing lessons. We want to understand the territory of teachers’ dispositions for, attitudes toward and stereotypes concerning CT and Computing. • Assess the effect on students. Students’ work will be analysed to assess their level of comprehension and application of computing concepts, and this will be done through prior experience surveys, pre-post computing perceptions survey, pre-post computing tests, quizzes and computing assignments. These are steps towards developing an assessment framework for CT.
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