Includes bibliographical references and index.

Front Matter -- Preliminary Material / Jonas Hallström and Marc J. de Vries -- Copyright page / Jonas Hallström and Marc J. de Vries -- Preface / Jonas Hallström and Marc J. de Vries -- List of Figures and Tables / Jonas Hallström and Marc J. de Vries -- Notes on Contributors / Jonas Hallström and Marc J. de Vries -- Chapter 1 Introduction / Jonas Hallström -- Part 1 Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education / Jonas Hallström and Marc J. de Vries -- Chapter 2 How Computers Entered Swedish Classrooms / Jörgen Nissen and Linnéa Stenliden -- Chapter 3 Transposition of Computing and Programming Knowledge / Lennart Rolandsson , Cecilia Kilhamn , and Kajsa Bråting -- Chapter 4 Introducing Programming and Computational Thinking in Grades 1–9 / Linda Mannila and Fredrik Heintz -- Chapter 5 Design and Make—and Code? / Jonas Hallström -- Chapter 6 Framing Computational Thinking and Digital Competence in Technology Education / Helena Isaksson Persson and Arnold Pears -- Chapter 7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects / Karin Stolpe and Jonas Hallström -- Part 2 Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education / Jonas Hallström and Marc J. de Vries -- Chapter 8 Programming in School Technology Education / Peter Vinnervik -- Chapter 9 Discourses of Programming Teaching within Compulsory Education / Susanne Engström and Eva Björkholm -- Chapter 10 Student Teachers’ Experiences of Programmed Technological Artefacts / Anna Perez and Maria Svensson -- Chapter 11 Swedish Technology Teachers’ Understandings of Computer Programming as Modelling / Helen Brink -- Chapter 12 Teachers’ Experience of Science Centres as a Resource for Programming Education / Maria Sparf -- Part 3 Computational Thinking and Programming in Technology Teaching / Jonas Hallström and Marc J. de Vries -- Chapter 13 Introducing Programming in an Early Primary Technology Classroom / Astrid Berg and Cecilia Axell -- Chapter 14 Students’ Conceptions of Programmed Technological Solutions / Anne-Marie Cederqvist -- Chapter 15 Metaphors and Gestures in Programming Education / Andreas Larsson -- Chapter 16 Product or Process Criteria? / Lars Björklund and Charlotta Nordlöf -- Back Matter -- Index / Jonas Hallström and Marc J. de Vries.

In the last decade, programming and computational thinking (CT) have been introduced on a large scale in school curricula and standards all over the world. In countries such as the UK, a new school subject—computing—was created, whereas in countries such as Sweden, programming was included in existing subjects, notably mathematics and technology education. The introduction of programming and CT in technology education implies a particular relationship between programming and technology. Programming is usually performed with technological artefacts—various types of computers—and it can also be seen as a specific branch of engineering. This book analyses the background to and current implementation of programming and computational thinking in a Swedish school technology context, in relation to international developments. The various chapters deal with pertinent issues in technology education and its relation to computers and computing, for example, computational thinking and literacy, teachers’ programming competence, and computational thinking, programming, and learning in technology education. The book includes examples from educational research that could also be used as inspiration for school teaching, teacher education and curriculum development.

English

Description based on print version record.