Report of a workshop of pedagogical aspects of computational thinking /

Report of a workshop of pedagogical aspects of computational thinking /

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Bibliographic Details
Imprint:Washington, D.C. : National Academies Press, ©2011.
Description:1 online resource (xiii, 162 pages) : illustrations
Language:English
Subject:
Pedagogical content knowledge.
Cognitive science.
Computational learning theory.
Cognitive science.
Computational learning theory.
Pedagogical content knowledge.
Electronic books.
Conference papers and proceedings.
Format: E-Resource Book
URL for this record:http://pi.lib.uchicago.edu/1001/cat/bib/11101997
Hidden Bibliographic Details
Varying Form of Title:Report of a workshop on the pedagogical aspects of computational thinking
Computational thinking
Other authors / contributors:National Research Council (U.S.). Committee for the Workshops on Computational Thinking.
ISBN:9780309214759
0309214750
1283253534
9781283253536
9786613253538
6613253537
9780309214742
0309214742
Digital file characteristics:data file
Notes:Includes bibliographical references.
Print version record.
Summary:" ... summarizes the second workshop, which was held February 4-5, 2010, in Washington, D.C., and focuses on pedagogical considerations for computational thinking. This workshop was structured to gather pedagogical inputs and insights from educators who have addressed computational thinking in their work with K-12 teachers and students. It illuminates different approaches to computational thinking and explores lessons learned and best practices."--Publisher website.
Other form:Print version: Report of a workshop of pedagogical aspects of computational thinking. Washington, D.C. : National Academies Press, ©2011 0309214742
Standard no.:9786613253538
Table of Contents:
  • 1. INTRODUCTION
  • 1.1. Scope and Approach of This Report
  • 1.2. Motivating an Examination of Pedagogy
  • 1.3. Organization of This Report
  • 2. KEY POINTS EXPRESSED BY PRESENTERS AND DISCUSSANTS
  • 2.1. Perspectives on Computational Thinking and Computational Thinkers
  • 2.2. Activities of Computational Thinking
  • 2.3. Contexts for Computational Thinking
  • 2.3.1. Everyday Life
  • 2.3.2. Games and Gaming
  • 2.3.3. Science
  • 2.3.4. Engineering
  • 2.3.5. Journalism
  • 2.3.6. Abstracting Problem Solving from Specific Contexts
  • 2.4. Pedagogical Environments for Computational Thinking
  • 2.4.1. Foci for Pedagogical Environments
  • 2.4.2. Illustrative Pedagogical Environments
  • 2.5. Developmental Considerations and Computational Thinking
  • 2.5.1. Development of Scientific Thinking in Children
  • 2.5.2. Possible Progressions
  • 2.6. Assessments for Computational Thinking
  • 2.7. Teachers and Computational Thinking
  • 2.7.1. Professional Development and Other Needs for Teacher Support
  • 2.7.2. Teachers and Career Awareness
  • 2.8. Learning Contexts and Computational Thinking
  • 2.8.1. Aligning with Standards
  • 2.8.2. Out-of-School Computational Thinking
  • 2.9. Research and Unanswered Questions Regarding Computational Thinking
  • 2.9.1. The Importance of a Process for Defining Computational Thinking
  • 2.9.2. The Role of Technology
  • 2.9.3. The Need for Interoperability
  • 2.9.4. The Need for a Career Framework
  • 3. COMMITTEE MEMBER PERSPECTIVES
  • 3.1. Alfred Aho
  • 3.2. Uri Wilensky
  • 3.3. Yasmin Kafai
  • 3.4. Marcia Linn
  • 3.5. Larry Snyder
  • 3.6. Janet Kolodner
  • 3.7. Brian Blake
  • 4. SUMMARIES OF INDIVIDUAL PRESENTATIONS
  • 4.1. Computational Thinking and Scientific Visualization
  • 4.1.1. Questions Addressed
  • 4.1.2. Robert Tinker, Concord Consortium
  • 4.1.3. Mitch Resnick, Massachusetts Institute of Technology
  • 4.1.4. John Jungck, Beloit College, BioQUEST
  • 4.1.5. Idit Caperton, World Wide Workshop, Globaloria
  • 4.2. Computational Thinking and Technology
  • 4.2.1. Questions Addressed
  • 4.2.2. Robert Panoff, Shodor Education Foundation
  • 4.2.3. Stephen Uzzo, New York Hall of Science, Museum Studies
  • 4.2.4. Jill Denner, Education, Training, Research Associates
  • 4.2.5. Lou Gross, National Institute for Mathematical and Biological Synthesis
  • 4.3. Computational Thinking in Engineering and Computer Science
  • 4.3.1. Questions Addressed
  • 4.3.2. Christine Cunningham, Museum of Science, Engineering is Elementary Project
  • 4.3.3. Taylor Martin, University of Texas at Austin
  • 4.3.4. Ursula Wolz, College of New Jersey
  • 4.3.5. Peter Henderson, Butler University
  • 4.4. Teaching and Learning Computational Thinking
  • 4.4.1. Questions Addressed
  • 4.4.2. Deanna Kuhn, Columbia University
  • 4.4.3. Matthew Stone, Rutgers University
  • 4.4.4. Jim Slotta, University of Toronto, Ontario Institute for Studies in Education
  • 4.4.5. Joyce Malyn-Smith, Education Development Center, Inc., ITEST Learning Resource Center
  • 4.4.6. Jan Cuny, National Science Foundation, CS 10K Project
  • 4.5. Educating the Educators
  • 4.5.1. Questions Addressed
  • 4.5.2. Michelle Williams, Michigan State University
  • 4.5.3. Walter Allan and Jeri Erickson, Foundation for Blood Research, EcoScienceWorks Project
  • 4.5.4. Danny Edelson, National Geographic Society
  • 4.6. Measuring Outcomes (for Evaluation) and Collecting Feedback (for Assessment)
  • 4.6.1. Questions Addressed
  • 4.6.2. Paulo Blikstein, Stanford University
  • 4.6.3. Christina Schwarz, Michigan State University
  • 4.6.4. Mike Clancy, University of California, Berkeley,
  • 4.6.5. Derek Briggs, University of Colorado, Boulder
  • 4.6.6. Cathy Lachapelle, Museum of Science, Engineering is Elementary Project
  • 5. CONCLUSION
  • APPENDIXES
  • A. Workshop Agenda
  • B. Short Biographies of Committee Members, Workshop Participants, and Staff.

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