Getting a grip on how we talk about computational practices in science in settings of teacher learning
Datos Bibliográficos
| ID | 21499692 |
|---|---|
| Autores | Amy Voss Farris (0000-0002-9081-3480, Pennsylvania State University University Park Pennsylvania USA, autor de correspondencia), Gözde McLaughlin (0000-0002-0021-4565, Pennsylvania State University University Park Pennsylvania USA) |
| Idioma | EN |
| Referencias citadas | 77 |
Affordance · Best practice · Computational model · Computational Thinking · Human–computer interaction · Mathematics education · Next Generation Science Standards · Science education · Scientific Literacy · Computer Science · Genetics, Bioinformatics, and Biomedical Research · Innovative Teaching and Learning Methods · Psychology · Teaching and Learning Programming · Artificial Intelligence
Creating Scientific Concepts
Defining sensemaking
Epistemic Practices and Science Education
Defining Computational Thinking for Mathematics and Science Classrooms
Examining Classroom Science Practice Communities
Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom
Thinking Like a Wolf, a Sheep, or a Firefly
Addressing the epistemic elephant in the room
‘Models of’ versus ‘Models for’
Understanding students’ social interactions during making activities designed to promote computational thinking
Preparing preservice teachers to use block-based coding in scientific modeling lessons
Constructionist co‐design
Representation In Scientific Practice Revisited
Mindstorms
Resetting educational technology coursework for pre-service teachers
Information Technology and Education
Modeling Natural Variation Through Distribution
Epistemological Pluralism
| Altamente citado | No |
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