| Description |
1 online resource (226 p.) |
| Contents |
Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- List of Tables -- Foreword: Toward Racially Equitable Computing Education -- Acknowledgments -- Biographical Notes -- Chapter 1: The Advent of Computational Thinking -- Theoretical Framework -- The Emergence of Computational Thinking in Education -- Defining Computational Thinking -- Promoting Computational Thinking Among Elementary School Students -- Computational Thinking: Language, Gender, and Race/Ethnicity -- Computational Thinking among English Learners |
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Computational Thinking among Urban Students -- Summary -- Note -- References -- Chapter 2: Designing Learning Environments That Support Developing Computational Algorithmic Thinking Capabilities -- Perspectives and Theoretical Framework -- Supporting Computational Algorithmic Thinking -- Facilitator as Modeler and Coach -- The Design Notebook in Support of CAT -- Other Scholars -- Computational Algorithmic Thinking in SCAT -- Methods -- The Pilot Study -- Setting and Participants -- Data Sources -- Data Analysis -- Limitations of the Study -- Results |
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Specifying Each Phase of the Game Design Cycle -- Play-Testing/Gallery Walk -- Physical Prototyping Phase -- Design Document Phase -- Implementation Phase -- Discussion -- Summary -- References -- Chapter 3: Coding, Game Design, and Computational Thinking -- Educational Use of Gaming -- The Sims -- LOGO -- Scalable Game Design -- The uGame-iCompute Study -- Method -- The Case Study Participants -- Procedures -- Data Sources and Analyses -- Results -- MAP Scores -- Computational Thinking Patterns and Game Design -- ISTE Computational Thinking Skills and Game Design |
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Learning from Student Focus Groups -- Discussion -- Summary -- References -- Chapter 4: Using Computer Modeling and Drones to Develop Computational Thinking among Predominantly Black Students -- Background of the Study -- Makerspaces and 3D Printing -- Using Drones to Engage Students in STEM -- Theoretical Framework -- The Bessie Coleman Project -- Methods -- Procedures -- Sample -- Data Sources and Data Analyses -- Results -- Philadelphia Afterschool Program -- Self-Efficacy, CT, and Expectancy Value -- Technological Tools and STEM Interest -- Denver Summer STEM Camp |
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Self-Efficacy, CT, and Expectancy Value -- Technological Tools and STEM Interest -- Discussion -- Summary -- References -- Chapter 5: Facilitating Computational Participation, Place-Based Education, and Culturally Specific Pedagogy with Indigenous Students -- Inclusion and STEM -- Positioning Indigenous Students as Able Computer Science Learners -- Theoretical Framework and Guiding Principles -- History of the Wind River Indian Reservation -- Place-Based Education -- Culturally Specific Pedagogy -- The Indigenous Ecological Knowledge STEM Summer Camp -- Research Questions -- Methods |
| Notes |
Description based upon print version of record |
|
The Participants and Setting |
| Form |
Electronic book
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| Author |
Thomas, Jakita O
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Ellington, Roni
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Mitchell, Monica B
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Fashola, Olatokunbo S
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| ISBN |
9781000408898 |
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1000408892 |
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