Teaching coding in K-12 schools : research and application

Teaching coding in K-12 schools : research and application /

Saved in:
Bibliographic Details
Corporate Author: ProQuest (Firm)
Other Authors: Keane, Therese (Editor), Fluck, Andrew, 1955- (Editor)
Format: Electronic eBook
Language:English
Published: Cham, Switzerland : Springer, [2023]
Subjects:
Computer science > Study and teaching (Elementary)
Computer science > Study and teaching (Secondary)
Online Access:Connect to this title online (unlimited simultaneous users allowed; 325 uses per year)
Table of Contents:
  • Intro
  • Foreword
  • Contents
  • About the Editors and Contributors
  • Editors
  • Contributors
  • Chapter 1: Introduction: The Need for Programming and Computational Thinking from Early Childhood Education Through to Secondary Schooling
  • 1.1 Early Childhood Education
  • 1.2 Elementary/Primary School
  • 1.3 High/Secondary School
  • 1.4 Final Words from the Editors
  • Reference
  • Part I: Early Childhood Education
  • Chapter 2: Children (Aged 3-5 Years) Learning Mathematics Through Programming, Thinking and Doing, or Just Doing?
  • 2.1 Introduction
  • 2.2 Research on Young Children and Programming
  • 2.3 The Role of the Preschool Teacher
  • 2.4 Project: Learning Mathematics Through Programming
  • 2.4.1 Designing the Activities
  • 2.5 Thinking and Doing, or Just Doing?
  • 2.6 Conclusion
  • References
  • Chapter 3: Teaching Coding in Kindergarten: Supporting Students' Activity with Robot Coding Toys
  • 3.1 Introduction
  • 3.2 Local Vignette of Coding in Kindergarten
  • 3.2.1 Tasks for Introducing a Robot Coding Toy: Learning Codes and Sequencing Codes
  • 3.2.2 Debugging a Buggy Program: What Happened?
  • 3.3 Key Findings
  • 3.3.1 Design Elements for Robot Coding Toy Tasks
  • 3.3.1.1 Introductory Tasks Focused on Context Proficiencies
  • 3.3.1.2 Tasks for CT Strategies
  • 3.3.1.3 Tasks for Play
  • 3.3.2 Design Elements for Robot Coding Toy Instructional Practices
  • 3.3.3 Design Elements for Leveraging or Supplementing the Robot Coding Toy's Features
  • 3.4 Evidence of Mastery
  • 3.5 Facilitating Resources
  • References
  • Chapter 4: Programming Environments for the Development of Computational Thinking in Preschool Education: A Systematic Literature Review
  • 4.1 Introduction
  • 4.2 Methodology
  • 4.2.1 Databases
  • 4.2.2 Inclusion and Exclusion Criteria
  • 4.2.3 Systematic Review Process
  • 4.2.4 Data Analyses
  • 4.3 Educational Programming Environments for Preschoolers
  • 4.3.1 Logo Family Programming Environments
  • 4.3.1.1 Roamers
  • 4.3.1.2 Software Roamers
  • 4.3.2 Visual Programming Environments
  • 4.3.3 Commercial Programming Learning Environments for Entertainment Purposes
  • 4.3.4 Physical Computing Environments
  • 4.3.4.1 Educational Robotics Environments
  • 4.3.5 Miscellaneous Unplugged Applications and Environments
  • 4.4 Discussion
  • References
  • Part II: Elementary/Primary School
  • Chapter 5: Developing Computational Fluency via Multimedia Stories
  • 5.1 Introduction
  • 5.1.1 Becoming Fluent in a Language: The Role of Reading
  • 5.2 Local School Context
  • 5.2.1 The Longitudinal Research Project
  • 5.3 The Role of Structured Activities in Developing Computational Fluency
  • 5.3.1 The "Pass-It-On" Activity
  • 5.4 Collected Data and Key Findings
  • 5.5 Conclusions
  • 5.6 Facilitating Diagram
  • 5.7 Links
  • References
  • Chapter 6: Scaffolding Engagement with Educational Technologies to Develop Computational Thinking in Year 1 Girls
  • 6.1 Introduction
  • 6.2 Background

Similar Items