| 000 | 05749nam a22005178i 4500 | ||
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| 001 | BRILL9789004687912 | ||
| 003 | nllekb | ||
| 005 | 20260610105533.0 | ||
| 007 | cr un uuuua | ||
| 008 | 231123s2024 gw sb 001 0 eng d | ||
| 010 | _a 2023042457 | ||
| 020 |
_a9789004687912 _q(electronic book) |
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| 020 |
_z9789004687905 _q(print) |
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| 024 | 7 |
_a110.1163/9789004687912 _2DOI |
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| 035 | _a(OCoLC)1402804539 | ||
| 040 |
_aNL-LeKB _cNL-LeKB _erda |
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| 041 | _aeng | ||
| 050 | 4 | _aLC1047.S8 | |
| 072 | 7 |
_aEDU _x000000 _2bisacsh |
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| 072 | 7 |
_aJN _2bicssc |
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| 082 | 0 | 4 |
_a607.109485 _223 |
| 245 | 1 | 0 |
_aProgramming and Computational Thinking in Technology Education : _bSwedish and International Perspectives / _cedited by Jonas Hallström and Marc J. de Vries. |
| 246 | 3 | _aSwedish and International Perspectives | |
| 264 | 1 |
_aLeiden ; _aBoston : _bBrill, _c2024. |
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| 264 | 4 | _c©2024 | |
| 300 |
_a1 online resource (360 pages) : _billustrations. |
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| 336 |
_atext _btxt _2rdacontent |
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| 337 |
_acomputer _bc _2rdamedia |
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| 338 |
_aonline resource _2rdacarrier |
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| 490 | 1 | _aEducational Research E-Books Online, Collection 2023 | |
| 490 | 1 |
_aInternational Technology Education Studies ; _v20 |
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| 504 | _aIncludes bibliographical references and index. | ||
| 505 | 0 |
_tFront Matter -- Preliminary Material / _rJonas Hallström and Marc J. de Vries -- Copyright page / _rJonas Hallström and Marc J. de Vries -- Preface / _rJonas Hallström and Marc J. de Vries -- List of Figures and Tables / _rJonas Hallström and Marc J. de Vries -- Notes on Contributors / _rJonas Hallström and Marc J. de Vries -- Chapter 1 Introduction / _rJonas Hallström -- Part 1 Definition, Philosophy and History of Programming and Computational Thinking, in Relation to Technology Education / _rJonas Hallström and Marc J. de Vries -- Chapter 2 How Computers Entered Swedish Classrooms / _rJörgen Nissen and Linnéa Stenliden -- Chapter 3 Transposition of Computing and Programming Knowledge / _rLennart Rolandsson , Cecilia Kilhamn , and Kajsa Bråting -- Chapter 4 Introducing Programming and Computational Thinking in Grades 1–9 / _rLinda Mannila and Fredrik Heintz -- Chapter 5 Design and Make—and Code? / _rJonas Hallström -- Chapter 6 Framing Computational Thinking and Digital Competence in Technology Education / _rHelena Isaksson Persson and Arnold Pears -- Chapter 7 Visual Programming as a Tool for Developing Knowledge in STEM Subjects / _rKarin Stolpe and Jonas Hallström -- Part 2 Curriculum and Teacher Perspectives on Computational Thinking and Programming in Technology Education / _rJonas Hallström and Marc J. de Vries -- Chapter 8 Programming in School Technology Education / _rPeter Vinnervik -- Chapter 9 Discourses of Programming Teaching within Compulsory Education / _rSusanne Engström and Eva Björkholm -- Chapter 10 Student Teachers’ Experiences of Programmed Technological Artefacts / _rAnna Perez and Maria Svensson -- Chapter 11 Swedish Technology Teachers’ Understandings of Computer Programming as Modelling / _rHelen Brink -- Chapter 12 Teachers’ Experience of Science Centres as a Resource for Programming Education / _rMaria Sparf -- Part 3 Computational Thinking and Programming in Technology Teaching / _rJonas Hallström and Marc J. de Vries -- Chapter 13 Introducing Programming in an Early Primary Technology Classroom / _rAstrid Berg and Cecilia Axell -- Chapter 14 Students’ Conceptions of Programmed Technological Solutions / _rAnne-Marie Cederqvist -- Chapter 15 Metaphors and Gestures in Programming Education / _rAndreas Larsson -- Chapter 16 Product or Process Criteria? / _rLars Björklund and Charlotta Nordlöf -- Back Matter -- Index / _rJonas Hallström and Marc J. de Vries. |
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| 520 | _aIn 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. | ||
| 546 | _aEnglish | ||
| 588 | _aDescription based on print version record. | ||
| 650 | 0 |
_aComputer programming _xStudy and teaching _zSweden. |
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| 650 | 0 |
_aTechnical education _zSweden. |
|
| 700 | 1 |
_aHallström, Jonas, _eeditor. |
|
| 700 | 1 |
_aVries, Marc J. de, _eeditor. |
|
| 776 | 0 | 8 |
_iPrint version: _tProgramming and Computational Thinking in Technology Education : Swedish and International Perspectives. _dLeiden ; Boston : Brill, 2024. _z9789004687905 _w(OCoLC)1407075164 _w(DLC) 2023042456 |
| 830 | 0 | _aEducational Research E-Books Online, Collection 2023. | |
| 830 | 0 |
_aInternational Technology Education Studies ; _v20. |
|
| 856 | 4 |
_zDOI: _uhttp://dx.doi.org/10.1163/9789004687912 |
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| 999 |
_c39200 _d39200 |
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