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COMPUTATIONAL THINKING CURRICULA IN K–12

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Educational authorities around the world share the consensus that timely and flexible policies should be made for fostering students to start their journey of computational thinking education (CTE) in schooling life (Grover and Pea 2013; Hsu, Irie, and Ching 2019). This consensus leads to the growing need and trend of implementing computational thinking (CT) curricula in the K−12 sector around the world (Borrás and Edquist 2015; Hsu et al. 2019). The effective implementation of CT curricula in the K−12 school contexts requires coherent efforts in educational policy and curriculum development in CTE in K−12 as well as in school implementation and classroom practice of CT curricula in K−12 (Mao, Ifenthaler, Fujimoto, Garavaglia, and Rossi 2019; Williamson, Bergviken Rensfeldt, Player- Koro, and Selwyn 2019). All these efforts are impor tant issues and deserve further deliberation in the K−12 sector. This book pre sents an overview of these impor tant issues for CTE in K−12, with contributions from experts in twelve countries/regions across three continents.

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Detail Information

Series Title

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Call Number

372.358

Publisher

Cambridge : The MIT Press., 2024

Collation

323 halaman

Language

English

ISBN/ISSN

978-0-262-54805-2

Classification

372

Content Type

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Media Type

other

Carrier Type

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Edition

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Subject(s)

Pendidikan
Teknologi

Specific Detail Info

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Statement of Responsibility

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