Computational Thinking Education

This This book is open access under a CC BY 4.0 license. This book offers a comprehensive guide, covering every important aspect of computational thinking education. It provides an in-depth discussion of computational thinking, including the notion of perceiving computational thinking practices as ways of mapping models from the abstraction of data and process structures to natural phenomena. Further, it explores how computational thinking education is implemented in different regions, and how computational thinking is being integrated into subject learning in K-12 education. In closing, it discusses computational thinking from the perspective of STEM education, the use of video games to teach computational thinking, and how computational thinking is helping to transform the quality of the workforce in the textile and apparel industry. Front Matter ....Pages i-ix Introduction to Computational Thinking Education (Siu-Cheung Kong, Harold Abelson, Ming Lai)....Pages 1-10 Front Matter ....Pages 11-11 Computational Thinking—More Than a Variant of Scientific Inquiry! (H. Ulrich Hoppe, Sören Werneburg)....Pages 13-30 MIT App Inventor: Objectives, Design, and Development (Evan W. Patton, Michael Tissenbaum, Farzeen Harunani)....Pages 31-49 Front Matter ....Pages 51-51 Measuring Secondary School Students’ Competence in Computational Thinking in ICILS 2018—Challenges, Concepts, and Potential Implications for School Systems Around the World (Birgit Eickelmann)....Pages 53-64 Computational Thinking Processes and Their Congruence with Problem-Solving and Information Processing (A. Labusch, B. Eickelmann, M. Vennemann)....Pages 65-78 Combining Assessment Tools for a Comprehensive Evaluation of Computational Thinking Interventions (Marcos Román-González, Jesús Moreno-León, Gregorio Robles)....Pages 79-98 Introducing and Assessing Computational Thinking in the Secondary Science Classroom (Hillary Swanson, Gabriella Anton, Connor Bain, Michael Horn, Uri Wilensky)....Pages 99-117 Components and Methods of Evaluating Computational Thinking for Fostering Creative Problem-Solvers in Senior Primary School Education (Siu-Cheung Kong)....Pages 119-141 Front Matter ....Pages 143-143 Learning Composite and Prime Numbers Through Developing an App: An Example of Computational Thinking Development Through Primary Mathematics Learning (Siu-Cheung Kong)....Pages 145-166 Teaching Computational Thinking Using Mathematics Gamification in Computer Science Game Tournaments (Chee Wei Tan, Pei-Duo Yu, Ling Lin)....Pages 167-181 Mathematics Learning: Perceptions Toward the Design of a Website Based on a Fun Computational Thinking-Based Knowledge Management Framework (Chien-Sing Lee, Pei-Yee Chan)....Pages 183-200 Front Matter ....Pages 201-201 Defining and Assessing Students’ Computational Thinking in a Learning by Modeling Environment (Ningyu Zhang, Gautam Biswas)....Pages 203-221 Roles, Collaboration, and the Development of Computational Thinking in a Robotics Learning Environment (P. Kevin Keith, Florence R. Sullivan, Duy Pham)....Pages 223-245 Video Games: A Potential Vehicle for Teaching Computational Thinking (Sue Inn Ch’ng, Yeh Ching Low, Yun Li Lee, Wai Chong Chia, Lee Seng Yeong)....Pages 247-260 Transforming the Quality of Workforce in the Textile and Apparel Industry Through Computational Thinking Education (Bessie Chong, Ronald Wong)....Pages 261-275 Front Matter ....Pages 277-277 Teaching Computational Thinking with Electronic Textiles: Modeling Iterative Practices and Supporting Personal Projects in Exploring Computer Science (Deborah A. Fields, Debora Lui, Yasmin B. Kafai)....Pages 279-294 A Study of the Readiness of Implementing Computational Thinking in Compulsory Education in Taiwan (Ting-Chia Hsu)....Pages 295-314 Self-development Through Service-Oriented Stress-Adaption-Growth (SOSAG) Process in the Engagement of Computational Thinking Co-teaching Education (Mani M. Y. Wong, Ron C. W. Kwok, Ray C. C. Cheung, Robert K. Y. Li, Matthew K. O. Lee)....Pages 315-342 Front Matter ....Pages 343-343 Educational Policy and Implementation of Computational Thinking and Programming: Case Study of Singapore (Peter Seow, Chee-Kit Looi, Meng-Leong How, Bimlesh Wadhwa, Long-Kai Wu)....Pages 345-361 Teaching-Learning of Computational Thinking in K-12 Schools in India (Sridhar Iyer)....Pages 363-382 Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning science--the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar.

Inquiry and the National Science Education Standards is the book that educators have been waiting for--a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to."

"Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science.

This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide.

The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies.

Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.

"Inquiry and the National Science Education Standards is the book that educators have been waiting for - a practical guide to teaching inquiry and teaching through inquiry. Clearly an important resource for all educators, it is especially relevant to those who must help others understand why science can't be taught "the way it used to be." "Inquiry and the National Science Education Standards explains and illustrates how inquiry-based education helps students learn science content, master how to do science, and truly understand the very nature of science." "Important questions about structure, guidance, and assessment are addressed, including strategies for involving students in assessing their own learning. In addition, the book discusses administrative support, communication with parents, appropriate teacher evaluation, and other avenues for promoting and supporting this new teaching paradigm."--Jacket. This practical guide to teaching inquiry and teaching through inquiry is the long-awaited addendum to the 1996 National Science Education Standards. This terrific new book illustrates how inquiry-based education helps students learn science content, master how to do science, and truly understand the nature of science. It will be an important resource for all educators but especially relevant to those who help others understand why science can't be taught "the way it used to be."