作者: 商談 時(shí)間: 2025-3-21 20:42 作者: Kinetic 時(shí)間: 2025-3-22 02:00 作者: acrobat 時(shí)間: 2025-3-22 05:06 作者: gregarious 時(shí)間: 2025-3-22 10:35 作者: 變量 時(shí)間: 2025-3-22 14:12
Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventionsnt years, several assessment tools have been developed from different approaches and operational definitions of CT. However, very little research has been conducted to study whether these instruments provide convergent measurements, and how to combine them properly in educational settings. In respon作者: 變量 時(shí)間: 2025-3-22 18:59 作者: 有抱負(fù)者 時(shí)間: 2025-3-22 21:39 作者: 神秘 時(shí)間: 2025-3-23 03:40 作者: 刺耳的聲音 時(shí)間: 2025-3-23 08:38 作者: 壓碎 時(shí)間: 2025-3-23 10:18 作者: theta-waves 時(shí)間: 2025-3-23 16:42 作者: 小木槌 時(shí)間: 2025-3-23 19:50 作者: nitroglycerin 時(shí)間: 2025-3-24 00:57 作者: Headstrong 時(shí)間: 2025-3-24 05:53 作者: Arbitrary 時(shí)間: 2025-3-24 10:34
Book‘‘‘‘‘‘‘‘ 2019king education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking educat作者: 怕失去錢 時(shí)間: 2025-3-24 12:42
Book‘‘‘‘‘‘‘‘ 2019scusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry..作者: alcohol-abuse 時(shí)間: 2025-3-24 15:54
Jaap Ham,Anna Spagnolli,Giulio Jacuccistem, and (3) the processes MIT uses to develop the platform and how they are informed by computational thinking literature. Key takeaways include use of components as abstractions, alignment of blocks with student mental models, and the benefits of fast, iterative design on learning.作者: Salivary-Gland 時(shí)間: 2025-3-24 22:55 作者: NAG 時(shí)間: 2025-3-25 02:13
MIT App Inventor: Objectives, Design, and Developmentstem, and (3) the processes MIT uses to develop the platform and how they are informed by computational thinking literature. Key takeaways include use of components as abstractions, alignment of blocks with student mental models, and the benefits of fast, iterative design on learning.作者: disciplined 時(shí)間: 2025-3-25 04:19 作者: 珊瑚 時(shí)間: 2025-3-25 09:45
The Editor(s) (if applicable) and The Author(s) 2019作者: 前面 時(shí)間: 2025-3-25 15:42
Lecture Notes in Computer Scienceg from the pioneering ideas of Seymour Papert on promoting the need to think computationally, the seminal work by Jeanette Wing, who argued that computational thinking (CT) should be an essential skill for everyone, and efforts to incorporate CT into K-12 education, such as those made by the Nationa作者: macular-edema 時(shí)間: 2025-3-25 18:07 作者: 粗野 時(shí)間: 2025-3-25 20:25
Jaap Ham,Anna Spagnolli,Giulio Jacuccipplications by dragging and dropping components into a design view and using a visual blocks language to program application behavior. In this chapter, we discuss (1) the history of the development of MIT App Inventor, (2) the project objectives of the project and how they shape the design of the sy作者: 痛恨 時(shí)間: 2025-3-26 02:40 作者: Asperity 時(shí)間: 2025-3-26 07:04
Piotr Stawicki,Felix Gembler,Ivan Volosyak. The acquisition of this competence requires in-depth knowledge in learning and computational thinking processes (Labusch & Eickelmann, .), both of which feature in various frameworks (e.g., Kong et al., .). Problem-solving theories can also be taken into account to obtain a more precise analysis o作者: largesse 時(shí)間: 2025-3-26 09:37 作者: 工作 時(shí)間: 2025-3-26 14:42
Guoqiang Li,Pinglin Li,Xuli Tangtional tools are changing the way knowledge can be constructed, expressed, and understood across disciplines. Our group has worked to explicitly characterize CT practices used by computational STEM researchers (CT-STEM practices) and to develop computational science curricula that teach both CT-STEM作者: hazard 時(shí)間: 2025-3-26 16:55
Qi Yang,Wei Zhang,Christopher M. M. Franco previous studies to identify essential components and methods for evaluation. A review of literature from 2010 onwards aimed to identify all studies related to CT evaluation to contribute to the development of appropriate evaluation components and methods for senior primary school education. To fac作者: Abjure 時(shí)間: 2025-3-27 00:06
Symbiotic Multi-Robot Organismselopment for the learning of composite and prime numbers in primary school mathematics. Learners begin with inquiry activities regarding the meaning of composite numbers and prime numbers, and they are guided to find the factors of a given number by exploring an algorithm that involves the concept o作者: GEAR 時(shí)間: 2025-3-27 03:03
Vasilly I. Romanov,Esperanza Martínez-Romerochools to cultivate their capacity for logical thinking and problem-solving skills as well as gaining mathematical competency required in computer science. In this book chapter, we introduce ideas of mathematics gamification and a mobile app game, Algebra Game, richly rooted in abstract algebra and 作者: 使厭惡 時(shí)間: 2025-3-27 09:00 作者: 全部 時(shí)間: 2025-3-27 09:52 作者: absorbed 時(shí)間: 2025-3-27 16:20 作者: Lipoprotein 時(shí)間: 2025-3-27 20:00 作者: Sciatica 時(shí)間: 2025-3-27 23:46 作者: 橫條 時(shí)間: 2025-3-28 04:42 作者: 可忽略 時(shí)間: 2025-3-28 09:48
http://image.papertrans.cn/c/image/233194.jpg作者: Oratory 時(shí)間: 2025-3-28 13:39 作者: atopic-rhinitis 時(shí)間: 2025-3-28 17:21
Lecture Notes in Computer Sciencet. ‘Student Competency and Assessment’ contains chapters that identify the key components, methods and tools for assessing CT. ‘Computational Thinking and Programming Education in K-12’ focuses on how CT can be taught and cultivated in K-12. ‘Computational Thinking in K-12 STEM Education and Non-For作者: 發(fā)現(xiàn) 時(shí)間: 2025-3-28 20:37
Gabor Aranyi,Marc Cavazza,Fred Charlesry learning typically have limited “representational flexibility” within the boundaries of a predetermined computational approach. For the progress of CT and CT education, it is important to underline the nature of logical artifacts as the primary concern. As an example from our own work, we elabora作者: Eclampsia 時(shí)間: 2025-3-29 01:01 作者: RAFF 時(shí)間: 2025-3-29 06:47
Piotr Stawicki,Felix Gembler,Ivan Volosyakfurther computational thinking in schools. In this regard, the approach provides the theoretical grounding for a national extension (Labusch & Eickelmann, .) to the . (ICILS 2018)?(Eickelmann, .; Fraillon, Schulz, Friedman, & Duckworth, .) which enables for the first time the cross-national measurem作者: PET-scan 時(shí)間: 2025-3-29 09:42 作者: 上下連貫 時(shí)間: 2025-3-29 14:27
Guoqiang Li,Pinglin Li,Xuli Tang biology units. Results suggest that the computational biology curriculum helped students develop a number of important competencies for the strand on .. Our work contributes to the field’s understanding of how science curricula can be designed to foster students’ development of CT-STEM practices an作者: 暫時(shí)別動(dòng) 時(shí)間: 2025-3-29 16:30
Qi Yang,Wei Zhang,Christopher M. M. Francons with multiple choice questions to identify students’ learning outcomes. CT practices could be evaluated by designing rubrics to rate programming projects and using test designs with task-based questions to identify learners’ learning outcomes. Finally, CT perspectives could be measured by designi作者: Implicit 時(shí)間: 2025-3-29 21:43
Symbiotic Multi-Robot Organisms,879 are explored, and they will obtain a more in-depth understanding of composite and prime numbers when 1 and 0 are tested in the app. In the process of building the app, learners will learn CT concepts such as sequence, loops, conditionals, events, operators and procedures. Learners will experien作者: Synchronism 時(shí)間: 2025-3-30 02:10
Vasilly I. Romanov,Esperanza Martínez-Romero We describe several mathematics gamification instances to enrich the Algebra Game play. Finally, we evaluate the learning efficacy of the Algebra Game mobile app software in computer science game tournaments modeled after eSports-like computer games in order to scale up the number of students who c作者: 從容 時(shí)間: 2025-3-30 06:40 作者: 賞心悅目 時(shí)間: 2025-3-30 10:04
The Role of Symbiotic Fungi in Nutri-Farmsassrooms. We discuss the primary STEM and CT concepts and practices that we have introduced through our curricular units into science classrooms and discuss how students can learn these practices in CTSiM, a computer-based learning environment developed in our lab (Basu et al in User Model User-Adap作者: Dissonance 時(shí)間: 2025-3-30 13:48 作者: CLEFT 時(shí)間: 2025-3-30 18:57
Symbol Correspondences for Spin Systemstch. Each project was subsequently analysed to determine the level of mastery of core CT skills. Cochran–Armitage test of trend was then executed on each CT skill category with respect to the coded gaming experience. The results obtained during our analysis shows a correlation between gaming experie作者: Bronchial-Tubes 時(shí)間: 2025-3-31 00:20 作者: 立即 時(shí)間: 2025-3-31 03:15 作者: 錯(cuò) 時(shí)間: 2025-3-31 06:12
Computational Thinking—More Than a Variant of Scientific Inquiry!ry learning typically have limited “representational flexibility” within the boundaries of a predetermined computational approach. For the progress of CT and CT education, it is important to underline the nature of logical artifacts as the primary concern. As an example from our own work, we elabora作者: Oligarchy 時(shí)間: 2025-3-31 09:14 作者: Basal-Ganglia 時(shí)間: 2025-3-31 15:25 作者: 連接 時(shí)間: 2025-3-31 20:22
Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventionsions, which includes the aforementioned and other reviewed assessment tools. Our comprehensive model intends to assess CT along every cognitive level of Bloom’s taxonomy and throughout the various stages of typical educational interventions. Furthermore, the model explicitly indicates how to harmoni作者: 不能仁慈 時(shí)間: 2025-3-31 23:34
