Cultivating Computational Thinking Through Data Practice
Samo za registrovane korisnike
2019
Poglavlje u monografiji (Objavljena verzija)
Metapodaci
Prikaz svih podataka o dokumentuApstrakt
After summarising the research context regarding defining, cultivating, and assessing computational thinking (CT), this theoretical paper examines data modelling using interactive displays, a CT practice that may be cultivated across several school subjects. Although working with data is not explicitly mentioned in some CT definitions, this work may activate different CT components, such as abstraction, decomposition, and pattern recognition. Furthermore, interactive displays, which are primarily a means for visualising data, can also be tools for modelling purposes if used within a modelling cycle. Focusing on this modelling in secondary education, we first consider main activities and their underlying skills, and outline what kind of support should be given to modellers, especially novices, in assisting them to complete this as easily as possible. We then consider what computational environment to use, which learning path to follow, and what assessment of learning to apply. Implicati...ons for teacher professional development are included.
Ključne reči:
Computational thinking / Data modelling / Interactive charts / K-12 education / Teacher educationIzvor:
Empowering Learners for Life in the Digital Age, 2019, 524, 24-33Izdavač:
- Springer New York LLC
Finansiranje / projekti:
- Unapređivanje kvaliteta i dostupnosti obrazovanja u procesima modernizacije Srbije (RS-MESTD-Integrated and Interdisciplinary Research (IIR or III)-47008)
Napomena:
- Book part of: Empowering Learners for Life in the Digital Age. OCCE 2018. IFIP Advances in Information and Communication Technology
DOI: 10.1007/978-3-030-23513-0_3
ISBN: 978-3-030-23512-3
Scopus: 2-s2.0-85069501828
Institucija/grupa
IPITY - CHAP AU - Kadijević, Đorđe PY - 2019 UR - http://ipir.ipisr.org.rs/handle/123456789/311 AB - After summarising the research context regarding defining, cultivating, and assessing computational thinking (CT), this theoretical paper examines data modelling using interactive displays, a CT practice that may be cultivated across several school subjects. Although working with data is not explicitly mentioned in some CT definitions, this work may activate different CT components, such as abstraction, decomposition, and pattern recognition. Furthermore, interactive displays, which are primarily a means for visualising data, can also be tools for modelling purposes if used within a modelling cycle. Focusing on this modelling in secondary education, we first consider main activities and their underlying skills, and outline what kind of support should be given to modellers, especially novices, in assisting them to complete this as easily as possible. We then consider what computational environment to use, which learning path to follow, and what assessment of learning to apply. Implications for teacher professional development are included. PB - Springer New York LLC T2 - Empowering Learners for Life in the Digital Age T1 - Cultivating Computational Thinking Through Data Practice EP - 33 SP - 24 VL - 524 DO - 10.1007/978-3-030-23513-0_3 ER -
@inbook{ author = "Kadijević, Đorđe", year = "2019", abstract = "After summarising the research context regarding defining, cultivating, and assessing computational thinking (CT), this theoretical paper examines data modelling using interactive displays, a CT practice that may be cultivated across several school subjects. Although working with data is not explicitly mentioned in some CT definitions, this work may activate different CT components, such as abstraction, decomposition, and pattern recognition. Furthermore, interactive displays, which are primarily a means for visualising data, can also be tools for modelling purposes if used within a modelling cycle. Focusing on this modelling in secondary education, we first consider main activities and their underlying skills, and outline what kind of support should be given to modellers, especially novices, in assisting them to complete this as easily as possible. We then consider what computational environment to use, which learning path to follow, and what assessment of learning to apply. Implications for teacher professional development are included.", publisher = "Springer New York LLC", journal = "Empowering Learners for Life in the Digital Age", booktitle = "Cultivating Computational Thinking Through Data Practice", pages = "33-24", volume = "524", doi = "10.1007/978-3-030-23513-0_3" }
Kadijević, Đ.. (2019). Cultivating Computational Thinking Through Data Practice. in Empowering Learners for Life in the Digital Age Springer New York LLC., 524, 24-33. https://doi.org/10.1007/978-3-030-23513-0_3
Kadijević Đ. Cultivating Computational Thinking Through Data Practice. in Empowering Learners for Life in the Digital Age. 2019;524:24-33. doi:10.1007/978-3-030-23513-0_3 .
Kadijević, Đorđe, "Cultivating Computational Thinking Through Data Practice" in Empowering Learners for Life in the Digital Age, 524 (2019):24-33, https://doi.org/10.1007/978-3-030-23513-0_3 . .