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Integrating computational thinking through design-based learningstrategies for integration in different disciplines /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Integrating computational thinking through design-based learningedited by Mustafa Saritepeci, Hatice Yildiz Durak.
其他題名:	strategies for integration in different disciplines /
其他作者:	Saritepeci, Mustafa.
出版者:	Singapore :Springer Nature Singapore :2024.
面頁冊數:	xii, 230 p. :ill. (chiefly color), digital ;24 cm.
Contained By:	Springer Nature eBook
標題:	Learning.
電子資源:	https://doi.org/10.1007/978-981-96-0853-9
ISBN:	9789819608539$q(electronic bk.)

Integrating computational thinking through design-based learningstrategies for integration in different disciplines /
Integrating computational thinking through design-based learningstrategies for integration in different disciplines /[electronic resource] :edited by Mustafa Saritepeci, Hatice Yildiz Durak. - Singapore :Springer Nature Singapore :2024. - xii, 230 p. :ill. (chiefly color), digital ;24 cm.

Introduction to computational thinking and design based learning -- Theoretical framework for integrating computational thinking in education -- Design based learning approaches for computational thinking -- Integrating computational thinking via ai based design based learning activities -- Computational thinking integration by design based learning perspective implementation example of ai -- Integrating computational thinking into computer assisted language learning from theoretical foundations to design based learning applications -- CT integration by design based learning perspective implementation example of foreign language training -- CT integration by design based learning perspective implementation example of digital storytelling -- Computational thinking integration by design based learning perspective implementation example of math education -- Promoting computational thinking through stem education.

This book creates a theoretical framework to consider the integration of computational thinking (CT) into learning and teaching processes in different contexts from a design-based learning (DBL) perspective, and presents various intervention studies. The chapters each focus on a different aspect of CT integration through DBL, providing an overview and discussing the benefits of integrating CT into the curriculum. The book also discusses the design thinking process and how it can be used to promote CT, focusing on CT concepts and considering perspectives on how these concepts can be integrated into DBL activities. It also explores how artificial intelligence (AI)-based design-oriented learning activities can be used to develop students' CT skills, examines the information technology (IT) concept of pattern recognition, and provides examples of how this can be integrated into DBL activities. It presents practical examples on integrating CT into the teaching-learning process from a design-based learning perspective, summarizes approaches to assessing CT skills, and discusses them in the context of design-based learning. Lastly, this book also conducts a bibliometric analysis of publication and citation trends in computational thinking research conducted in design-based learning.

ISBN: 9789819608539$q(electronic bk.)

Standard No.: 10.1007/978-981-96-0853-9doiSubjects--Topical Terms:

177598
Learning.

LC Class. No.: LB1060

Dewey Class. No.: 370.1523

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520 $a This book creates a theoretical framework to consider the integration of computational thinking (CT) into learning and teaching processes in different contexts from a design-based learning (DBL) perspective, and presents various intervention studies. The chapters each focus on a different aspect of CT integration through DBL, providing an overview and discussing the benefits of integrating CT into the curriculum. The book also discusses the design thinking process and how it can be used to promote CT, focusing on CT concepts and considering perspectives on how these concepts can be integrated into DBL activities. It also explores how artificial intelligence (AI)-based design-oriented learning activities can be used to develop students' CT skills, examines the information technology (IT) concept of pattern recognition, and provides examples of how this can be integrated into DBL activities. It presents practical examples on integrating CT into the teaching-learning process from a design-based learning perspective, summarizes approaches to assessing CT skills, and discusses them in the context of design-based learning. Lastly, this book also conducts a bibliometric analysis of publication and citation trends in computational thinking research conducted in design-based learning.
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