Designing Learning Trajectories for Computational Thinking
PROCEEDING
Allard Strijker, Petra Fisser, National Institute For Curriculum Development Netherlands, Netherlands
Society for Information Technology & Teacher Education International Conference, in Austin, TX, United States ISBN 978-1-939797-27-8 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
In 2015 a curriculum framework for Computational Thinking was developed for lower secondary education in the Netherlands. The framework is based on ISTE and CSTA, translated for the curriculum in the Netherlands and validated by experts, teachers, teacher educators and publishers. Based on this validated curriculum a new learning trajectory was designed for primary education, in collaboration with teachers and principals from three schools. The first version of the learning trajectory consisted of intermediate goals around coding and programming with unplugged learning activities to make implementation as easy as possible for teachers with little experience with CT. Many schools adopted the learning trajectory for coding and programming enthusiastically. The goal for next year is to design and validate a further developed learning trajectory for primary and secondary education, covering all topics of CT and including both unplugged and hands-on plugged experiences learning activities.
Citation
Strijker, A. & Fisser, P. (2017). Designing Learning Trajectories for Computational Thinking. In P. Resta & S. Smith (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 80-82). Austin, TX, United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 10, 2024 from https://www.learntechlib.org/primary/p/177844/.
© 2017 Association for the Advancement of Computing in Education (AACE)
References
View References & Citations Map- Barr, V., & Stephenson, C. (2011). Bringing computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54.
- Grover, S., & Pea, R. (2013). Computational thinking in K-12: A review of the state of the field. Educational Researcher, 42(1), 38–43. ISTE& CSTA (2011). Computational thinking. Teacher resources. Http://csta.acm.org/Curriculum/sub/CurrFiles/472.11CTTeacherResources_2ed-SP-vF.pdf Strijker, A. (2010). Leerlijnen en vocabulaires in de praktijk (Learning trajectories and vocabularies in practice) (in Dutch). Stichting Leerplanontwikkeling (SLO), Enschede.
- Yadav, A., Good, J., Voogt, J., & Fisser, P. (2017). Computational thinking as an emerging competence domain. In: Mulder, M. (Ed). Competence-based vocational and professional education, pp. 1051-1067. Springer
- Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J.T. (2011). Introducing computational thinking in education courses. In Proceedings of ACM Special Interest Group on Computer Science Education, Dallas, TX..
These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.
Suggest Corrections to ReferencesCited By
View References & Citations Map-
Computational Thinking and Problem-Solving – a Research Approach in the Context of ICILS 2018
Amelie Labusch & Birgit Eickelmann, Paderborn University, Germany
Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 3724–3729
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.
