Table of Contents: Computational Thinking Education.

Computational Thinking Education.

Bibliographic Details
Main Author:	Kong, Siu Cheung.
Other Authors:	Abelson, Harold.
Format:	eBook
Language:	English
Published:	Singapore : Springer Singapore Pte. Limited, 2019.
Edition:	1st ed.
Subjects:	Electronic books.
Online Access:	Click to View

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.

Computational Thinking Education.

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