Tilde Bekker
Dados Biográficos
| ID | 7717796 |
|---|---|
| NOME | Tilde Bekker |
| PRENOMES | Tilde |
| SOBRENOME | Bekker |
| ASSINATURA | BEKKER T |
| AFILIAÇÕES | Eindhoven University of Technology |
| ORCID | 0000-0002-3087-6017 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2015 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2023 |
| ÍNDICE H | 0 |
Learning to code
There is a worldwide pursuit to increase children’s interest in STEM (Science, Technology, Engineering, Mathematics) especially in computer science through extra-curricular activities such as coding workshops, hackathons, and FabLab initiatives. However, the underlying reasons for children’s willingness for participation in such activities, and the effect of participation on children’s topic-related knowledge are still not well understood. In ord…
Challenge Based Learning as authentic learning environment for STEM identity construction
Engineering education more and more adopts Challenge Based Learning (CBL). In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g., higher education) or authentic but pedagogically simplified versions (e.g., secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems wel…
Making the child-computer interaction field grow up
The Interactions website (interactions.acm.org) hosts a stable of bloggers who share insights and observations on HCI, often challenging current practices. Each issue we'll publish selected posts from some of the leading and emerging voices in the field
Playful identity in game design and open-ended play
Sem obras proeminentes nesta página.
Playful identity in game design and open-ended play
Making the child-computer interaction field grow up
The Interactions website (interactions.acm.org) hosts a stable of bloggers who share insights and observations on HCI, often challenging current practices. Each issue we'll publish selected posts from some of the leading and emerging voices in the field
Learning to code
There is a worldwide pursuit to increase children’s interest in STEM (Science, Technology, Engineering, Mathematics) especially in computer science through extra-curricular activities such as coding workshops, hackathons, and FabLab initiatives. However, the underlying reasons for children’s willingness for participation in such activities, and the effect of participation on children’s topic-related knowledge are still not well understood. In ord…
Challenge Based Learning as authentic learning environment for STEM identity construction
Engineering education more and more adopts Challenge Based Learning (CBL). In CBL, students learn in groups by taking on open and challenging projects that draw on a broader STEM knowledge base. The challenges reflect and mimic STEM professional core practices (e.g., higher education) or authentic but pedagogically simplified versions (e.g., secondary education). Challenges also connect to societally relevant themes and issues. CBL thus seems wel…
Computer Science (4 obras) · Psychology (3 obras) · Sociology (3 obras) · Biomedical and Engineering Education (2 obras) · Human–computer interaction (2 obras) · Mathematics (2 obras) · Mathematics education (2 obras) · Aesthetics (1 obras) · Art (1 obras) · Artificial Intelligence (1 obras)