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dc.contributor.authorAngeli, Charoula
dc.contributor.authorGiannakos, Michail
dc.date.accessioned2020-01-08T12:28:16Z
dc.date.available2020-01-08T12:28:16Z
dc.date.created2019-12-31T15:41:30Z
dc.date.issued2019
dc.identifier.issn0747-5632
dc.identifier.urihttp://hdl.handle.net/11250/2635345
dc.description.abstractComputational Thinking is a term applied to describe the increasing attention on students' knowledge development about designing computational solutions to problems, algorithmic thinking, and coding. It focuses on skills children develop from practicing programming and algorithms, and enables the development of qualities such as abstract thinking, problem solving, pattern recognition, and logical reasoning. Contemporary educational and infrastructural developments, like “CS for All” (https://www.csforall.org/), ISTE's Standards for Students in Computational Thinking (https://www.iste.org/explore/Solutions/Computational-thinking-for-all?articleid=152), Computer Science Teachers Association's Concepts of Computational Thinking (http://advocate.csteachers.org/2014/09/15/computational-thinking-and-beyond/), and the appearance of tools such as robotics, 3D printing, microprocessors, and intuitive programming languages posit Computational Thinking as a very promising area to support these learning competences. In this special issue of Computers in Human Behavior, the Editors report four studies conducted by interdisciplinary teams. The introduction to the special issue also draws attention to the great potential and need for further research in the area of Computational Thinking Education to engage students in meaningful learning so as to develop useful thinking skills and digital competences. Finally, the Editorspropose directions for future research and practice in Computational Thinking Education.nb_NO
dc.language.isoengnb_NO
dc.publisherElseviernb_NO
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.no*
dc.titleComputational thinking education: Issues and challengesnb_NO
dc.typeJournal articlenb_NO
dc.typePeer reviewednb_NO
dc.description.versionacceptedVersionnb_NO
dc.source.journalComputers in Human Behaviornb_NO
dc.identifier.doi10.1016/j.chb.2019.106185
dc.identifier.cristin1764570
dc.relation.projectEC/H2020/787476nb_NO
dc.description.localcode© 2019. This is the authors’ accepted and refereed manuscript to the article. Locked until 1.11.2021 due to copyright restrictions. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/nb_NO
cristin.unitcode194,63,10,0
cristin.unitnameInstitutt for datateknologi og informatikk
cristin.ispublishedtrue
cristin.fulltextpostprint
cristin.qualitycode1


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Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal
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