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You searched for subject:(Computational Thinking). Showing records 1 – 30 of 93 total matches.

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Penn State University

1. Negron, Adrian Ernesto. GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS.

Degree: 2018, Penn State University

 Researchers who have investigated gender differences within STEM fields have produced a significant body of literature, primarily focused on assessing and understanding the inequalities that… (more)

Subjects/Keywords: IT gender differences; Computational thinking

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APA (6th Edition):

Negron, A. E. (2018). GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/15085aen5119

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Negron, Adrian Ernesto. “GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS.” 2018. Thesis, Penn State University. Accessed January 15, 2021. https://submit-etda.libraries.psu.edu/catalog/15085aen5119.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Negron, Adrian Ernesto. “GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS.” 2018. Web. 15 Jan 2021.

Vancouver:

Negron AE. GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS. [Internet] [Thesis]. Penn State University; 2018. [cited 2021 Jan 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/15085aen5119.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Negron AE. GENDER AND SCRATCH: EXPLORING SUPPORT FOR ONLINE GENDERED SETTINGS. [Thesis]. Penn State University; 2018. Available from: https://submit-etda.libraries.psu.edu/catalog/15085aen5119

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Open Universiteit Nederland

2. Fanchamps, Nardie. De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten .

Degree: 2016, Open Universiteit Nederland

 In Nederland is er op dit moment veel belangstelling voor implementatie van programmeren met leerlingen in het curriculum van het basisonderwijs (Kennisnet, 2015; Maas, 2015).… (more)

Subjects/Keywords: programmeren; computational thinking; wiskunde

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APA (6th Edition):

Fanchamps, N. (2016). De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten . (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/7371

Chicago Manual of Style (16th Edition):

Fanchamps, Nardie. “De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten . ” 2016. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/7371.

MLA Handbook (7th Edition):

Fanchamps, Nardie. “De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten . ” 2016. Web. 15 Jan 2021.

Vancouver:

Fanchamps N. De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten . [Internet] [Masters thesis]. Open Universiteit Nederland; 2016. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/7371.

Council of Science Editors:

Fanchamps N. De Invloed van SRA Programmeren op Mathematisch Redeneren en Zelfeffectiviteit met Lego Robotica in Twee Instructievarianten . [Masters Thesis]. Open Universiteit Nederland; 2016. Available from: http://hdl.handle.net/1820/7371

3. Sato von Rosen, Henning. Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking .

Degree: Chalmers tekniska högskola / Institutionen för data och informationsteknik, 2019, Chalmers University of Technology

 Due to the technological advances in society, the need for digital competences is increasing. The purpose of this thesis is to develop a web application… (more)

Subjects/Keywords: Computational Thinking; Natural Language; education

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APA (6th Edition):

Sato von Rosen, H. (2019). Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking . (Thesis). Chalmers University of Technology. Retrieved from http://hdl.handle.net/20.500.12380/301907

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Sato von Rosen, Henning. “Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking .” 2019. Thesis, Chalmers University of Technology. Accessed January 15, 2021. http://hdl.handle.net/20.500.12380/301907.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Sato von Rosen, Henning. “Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking .” 2019. Web. 15 Jan 2021.

Vancouver:

Sato von Rosen H. Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking . [Internet] [Thesis]. Chalmers University of Technology; 2019. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/20.500.12380/301907.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sato von Rosen H. Programming Arcade Games using Natural Language - Utilizing inherent language skills as a gentler introduction to Computational Thinking . [Thesis]. Chalmers University of Technology; 2019. Available from: http://hdl.handle.net/20.500.12380/301907

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Counts, James. Teaching Kids Computational Thinking with Game Design Activities .

Degree: 2013, California State University – San Marcos

Computational Thinking is an increasingly important problem solving tool in a variety of fields because it involves decomposing seemingly intractable problems into smaller, solvable problems,… (more)

Subjects/Keywords: Computer Science; Computational Thinking; Gamification

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APA (6th Edition):

Counts, J. (2013). Teaching Kids Computational Thinking with Game Design Activities . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/556

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Counts, James. “Teaching Kids Computational Thinking with Game Design Activities .” 2013. Thesis, California State University – San Marcos. Accessed January 15, 2021. http://hdl.handle.net/10211.8/556.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Counts, James. “Teaching Kids Computational Thinking with Game Design Activities .” 2013. Web. 15 Jan 2021.

Vancouver:

Counts J. Teaching Kids Computational Thinking with Game Design Activities . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10211.8/556.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Counts J. Teaching Kids Computational Thinking with Game Design Activities . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/556

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Brigham Young University

5. Browning, Samuel Frank. Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking.

Degree: MS, 2017, Brigham Young University

 Scratch is one of the most popular ways to teach younger children to code in K–8 throughout the U.S. and Europe. Despite its popularity, Scratch… (more)

Subjects/Keywords: Computational thinking; Scratch; computational thinking test; Educational Psychology

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APA (6th Edition):

Browning, S. F. (2017). Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd

Chicago Manual of Style (16th Edition):

Browning, Samuel Frank. “Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking.” 2017. Masters Thesis, Brigham Young University. Accessed January 15, 2021. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd.

MLA Handbook (7th Edition):

Browning, Samuel Frank. “Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking.” 2017. Web. 15 Jan 2021.

Vancouver:

Browning SF. Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking. [Internet] [Masters thesis]. Brigham Young University; 2017. [cited 2021 Jan 15]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd.

Council of Science Editors:

Browning SF. Using Dr. Scratch as a Formative Feedback Tool to Assess Computational Thinking. [Masters Thesis]. Brigham Young University; 2017. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=7663&context=etd


Vanderbilt University

6. Bell, Amanda Marie. Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering.

Degree: MS, Learning, Teaching and Diversity, 2018, Vanderbilt University

 New initiatives in computing education call for the integration of computational thinking (CT) across subjects in K-12 schools. At the same time, researchers do not… (more)

Subjects/Keywords: computational thinking; computer science; engineering; identity; learning

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APA (6th Edition):

Bell, A. M. (2018). Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12265

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bell, Amanda Marie. “Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering.” 2018. Thesis, Vanderbilt University. Accessed January 15, 2021. http://hdl.handle.net/1803/12265.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bell, Amanda Marie. “Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering.” 2018. Web. 15 Jan 2021.

Vancouver:

Bell AM. Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering. [Internet] [Thesis]. Vanderbilt University; 2018. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1803/12265.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bell AM. Exploring Computational Thinking Concepts, Practices, and Dispositions in K-12 Computer Science and Engineering. [Thesis]. Vanderbilt University; 2018. Available from: http://hdl.handle.net/1803/12265

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Penn State University

7. Webb, Heidi C. Injecting Computational Thinking into Computing Activities for Middle School Girls.

Degree: 2013, Penn State University

 Advances in technology have caused high schools to update their computer science curricula; however there has been little analogous attention to technology-related education in middle… (more)

Subjects/Keywords: computational thinking; middle school; scaffolded example; Scratch

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Webb, H. C. (2013). Injecting Computational Thinking into Computing Activities for Middle School Girls. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/18755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Webb, Heidi C. “Injecting Computational Thinking into Computing Activities for Middle School Girls.” 2013. Thesis, Penn State University. Accessed January 15, 2021. https://submit-etda.libraries.psu.edu/catalog/18755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Webb, Heidi C. “Injecting Computational Thinking into Computing Activities for Middle School Girls.” 2013. Web. 15 Jan 2021.

Vancouver:

Webb HC. Injecting Computational Thinking into Computing Activities for Middle School Girls. [Internet] [Thesis]. Penn State University; 2013. [cited 2021 Jan 15]. Available from: https://submit-etda.libraries.psu.edu/catalog/18755.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Webb HC. Injecting Computational Thinking into Computing Activities for Middle School Girls. [Thesis]. Penn State University; 2013. Available from: https://submit-etda.libraries.psu.edu/catalog/18755

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Jönköping University

8. Amanda, Tholin. Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod.

Degree: Education and Communication, 2020, Jönköping University

  Programming is a new subject in the Swedish curriculum, as a part in teaching mathematics. Literature studies highlights the need of empirical studies in… (more)

Subjects/Keywords: programming; computational thinking; making; teaching; Pedagogy; Pedagogik

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APA (6th Edition):

Amanda, T. (2020). Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Amanda, Tholin. “Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod.” 2020. Thesis, Jönköping University. Accessed January 15, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Amanda, Tholin. “Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod.” 2020. Web. 15 Jan 2021.

Vancouver:

Amanda T. Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod. [Internet] [Thesis]. Jönköping University; 2020. [cited 2021 Jan 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Amanda T. Utvecklingsmöjligheter vid användandet av making i programmeringsundervisning : En studie om elevers möjligheter och svårigheter i skapandet av kod. [Thesis]. Jönköping University; 2020. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49215

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. Stokke, Tom. An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking.

Degree: PhD, Teaching & Learning, 2019, University of North Dakota

Computational thinking, or learning to address problems in a systematic manner such that the problem could be solved using a computer, is a skill… (more)

Subjects/Keywords: computational thinking; computer science; professional development

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APA (6th Edition):

Stokke, T. (2019). An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/2590

Chicago Manual of Style (16th Edition):

Stokke, Tom. “An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking.” 2019. Doctoral Dissertation, University of North Dakota. Accessed January 15, 2021. https://commons.und.edu/theses/2590.

MLA Handbook (7th Edition):

Stokke, Tom. “An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking.” 2019. Web. 15 Jan 2021.

Vancouver:

Stokke T. An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking. [Internet] [Doctoral dissertation]. University of North Dakota; 2019. [cited 2021 Jan 15]. Available from: https://commons.und.edu/theses/2590.

Council of Science Editors:

Stokke T. An Exploratory Study To Identify Barriers To Implementation Of Computational Thinking. [Doctoral Dissertation]. University of North Dakota; 2019. Available from: https://commons.und.edu/theses/2590


Open Universiteit Nederland

10. Van Brussel, Anne. Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?.

Degree: Master, Welten Institute, 2020, Open Universiteit Nederland

 De informaticaopleiding van Hogeschool Rotterdam zoekt naar innoverende manieren om groepen beginnende informatici te leren programmeren. Enkele docenten van de informatica-opleiding van Hogeschool Rotterdam hebben… (more)

Subjects/Keywords: programmeren voor beginners; feedback; Computational Thinking Skills

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APA (6th Edition):

Van Brussel, A. (2020). Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85

Chicago Manual of Style (16th Edition):

Van Brussel, Anne. “Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85.

MLA Handbook (7th Edition):

Van Brussel, Anne. “Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?.” 2020. Web. 15 Jan 2021.

Vancouver:

Van Brussel A. Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85.

Council of Science Editors:

Van Brussel A. Welke invloed heeft de Online Leeromgeving Grande Omega op Programmeerprestaties en Computational Thinking Skills?. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/38609fb1-7bcd-41ef-9b23-2595f86bdc85

11. Weese, Joshua Levi. Bringing computational thinking to K-12 and higher education.

Degree: PhD, Department of Computer Science, 2017, Kansas State University

 Since the introduction of new curriculum standards at K-12 schools, computational thinking has become a major research area. Creating and delivering content to enhance these… (more)

Subjects/Keywords: Computational thinking

…the need for computational thinking (CT), especially in K-12 education. Creating… …Wing J. M., Computational Thinking, 2006). CT draws from computer science fundamentals… …ultimately be coupled with examples that demonstrate how computational thinking can be incorporated… …Computational Thinking: Concepts, Practices, and Perspectives. This report also includes new surveys… …reliably assess student ability in computational thinking? This is answered by the survey… 

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Weese, J. L. (2017). Bringing computational thinking to K-12 and higher education. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/35430

Chicago Manual of Style (16th Edition):

Weese, Joshua Levi. “Bringing computational thinking to K-12 and higher education.” 2017. Doctoral Dissertation, Kansas State University. Accessed January 15, 2021. http://hdl.handle.net/2097/35430.

MLA Handbook (7th Edition):

Weese, Joshua Levi. “Bringing computational thinking to K-12 and higher education.” 2017. Web. 15 Jan 2021.

Vancouver:

Weese JL. Bringing computational thinking to K-12 and higher education. [Internet] [Doctoral dissertation]. Kansas State University; 2017. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/2097/35430.

Council of Science Editors:

Weese JL. Bringing computational thinking to K-12 and higher education. [Doctoral Dissertation]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/35430


Georgia State University

12. Ayer, Tugba. RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS.

Degree: PhD, Learning Technologies Division, 2018, Georgia State University

Computational thinking (CT) is a complex problem-solving process that develops over an extended period of time. After Wing (2006) popularized CT as a concept,… (more)

Subjects/Keywords: Computational Thinking; Learner Characteristics; Middle School

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APA (6th Edition):

Ayer, T. (2018). RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ltd_diss/17

Chicago Manual of Style (16th Edition):

Ayer, Tugba. “RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS.” 2018. Doctoral Dissertation, Georgia State University. Accessed January 15, 2021. https://scholarworks.gsu.edu/ltd_diss/17.

MLA Handbook (7th Edition):

Ayer, Tugba. “RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS.” 2018. Web. 15 Jan 2021.

Vancouver:

Ayer T. RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2021 Jan 15]. Available from: https://scholarworks.gsu.edu/ltd_diss/17.

Council of Science Editors:

Ayer T. RELATIONSHIPS BETWEEN LEARNER CHARACTERISTICS AND COMPUTATIONAL THINKING FOR MIDDLE-SCHOOL STUDENTS IN TWO DIFFERENT CONTEXTS. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/ltd_diss/17


University of South Carolina

13. Swick, Timothy Clifford. Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students.

Degree: Doctor of Education in Curriculum and Instruction, Educational Studies, 2020, University of South Carolina

  The purpose of this action research was to evaluate the implementation of making experiences to support computational thinking through the development of makerspaces for… (more)

Subjects/Keywords: Curriculum and Instruction; Computational Thinking; Makerspace

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APA (6th Edition):

Swick, T. C. (2020). Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/6011

Chicago Manual of Style (16th Edition):

Swick, Timothy Clifford. “Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students.” 2020. Doctoral Dissertation, University of South Carolina. Accessed January 15, 2021. https://scholarcommons.sc.edu/etd/6011.

MLA Handbook (7th Edition):

Swick, Timothy Clifford. “Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students.” 2020. Web. 15 Jan 2021.

Vancouver:

Swick TC. Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students. [Internet] [Doctoral dissertation]. University of South Carolina; 2020. [cited 2021 Jan 15]. Available from: https://scholarcommons.sc.edu/etd/6011.

Council of Science Editors:

Swick TC. Improving Computational Thinking: Action Research Implementing a School Makerspace With Elementary Students. [Doctoral Dissertation]. University of South Carolina; 2020. Available from: https://scholarcommons.sc.edu/etd/6011


Universidade do Rio Grande do Sul

14. Brackmann, Christian Puhlmann. Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica.

Degree: 2017, Universidade do Rio Grande do Sul

Computadores impactam em quase todos os aspectos de nossas vidas, porém as escolas não conseguem acompanhar esse caminho sem volta. A simples utilização massiva de… (more)

Subjects/Keywords: Computational thinking unplugged; Tecnologia educacional; Evaluation; Computers in education; Primary school; Computational thinking test; Assessment

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APA (6th Edition):

Brackmann, C. P. (2017). Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/172208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Brackmann, Christian Puhlmann. “Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed January 15, 2021. http://hdl.handle.net/10183/172208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Brackmann, Christian Puhlmann. “Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica.” 2017. Web. 15 Jan 2021.

Vancouver:

Brackmann CP. Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10183/172208.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brackmann CP. Desenvolvimento do pensamento computacional através de atividades desplugadas na educação básica. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/172208

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

15. Woods, Charles. Discourse Indicative of Computational Thinking within a Virtual Community.

Degree: 2020, University of North Texas

 This study explores the phenomenon of computational thinking indicated by the use of Bloom's taxonomy's cognitive domain verbs in the Scratch community, the online, collaborative… (more)

Subjects/Keywords: computational thinking; computational thinking dimensions; Bloom’s Revised Taxonomy; cognitive domain verbs; Computer Science; Education, Technology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Woods, C. (2020). Discourse Indicative of Computational Thinking within a Virtual Community. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1703290/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Woods, Charles. “Discourse Indicative of Computational Thinking within a Virtual Community.” 2020. Thesis, University of North Texas. Accessed January 15, 2021. https://digital.library.unt.edu/ark:/67531/metadc1703290/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Woods, Charles. “Discourse Indicative of Computational Thinking within a Virtual Community.” 2020. Web. 15 Jan 2021.

Vancouver:

Woods C. Discourse Indicative of Computational Thinking within a Virtual Community. [Internet] [Thesis]. University of North Texas; 2020. [cited 2021 Jan 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703290/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Woods C. Discourse Indicative of Computational Thinking within a Virtual Community. [Thesis]. University of North Texas; 2020. Available from: https://digital.library.unt.edu/ark:/67531/metadc1703290/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

16. Chowdhury, Bushra Tawfiq. Collaboratively Learning Computational Thinking.

Degree: PhD, Engineering Education, 2017, Virginia Tech

 Skill sets such as understanding and applying computational concepts are essential prerequisites for success in the 21st century. One can learn computational concepts by taking… (more)

Subjects/Keywords: Computational Thinking; Computational Concepts; Collaborative Learning; Social Interactions; Novice Learners

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Chowdhury, B. T. (2017). Collaboratively Learning Computational Thinking. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/88016

Chicago Manual of Style (16th Edition):

Chowdhury, Bushra Tawfiq. “Collaboratively Learning Computational Thinking.” 2017. Doctoral Dissertation, Virginia Tech. Accessed January 15, 2021. http://hdl.handle.net/10919/88016.

MLA Handbook (7th Edition):

Chowdhury, Bushra Tawfiq. “Collaboratively Learning Computational Thinking.” 2017. Web. 15 Jan 2021.

Vancouver:

Chowdhury BT. Collaboratively Learning Computational Thinking. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10919/88016.

Council of Science Editors:

Chowdhury BT. Collaboratively Learning Computational Thinking. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/88016

17. Banks Gatenby, Amanda Jane. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.

Degree: 2017, University of Manchester

 The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a ‘rebranded’ subject of Computing, divided into three sub domains:… (more)

Subjects/Keywords: computing education; computational thinking; digital making; raspberry pi; digital literacy; critical thinking; computational literacy; social learning theory; Q methodology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Banks Gatenby, A. J. (2017). Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207

Chicago Manual of Style (16th Edition):

Banks Gatenby, Amanda Jane. “Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.” 2017. Doctoral Dissertation, University of Manchester. Accessed January 15, 2021. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207.

MLA Handbook (7th Edition):

Banks Gatenby, Amanda Jane. “Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.” 2017. Web. 15 Jan 2021.

Vancouver:

Banks Gatenby AJ. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. [Internet] [Doctoral dissertation]. University of Manchester; 2017. [cited 2021 Jan 15]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207.

Council of Science Editors:

Banks Gatenby AJ. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. [Doctoral Dissertation]. University of Manchester; 2017. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:310207


University of Manchester

18. Banks Gatenby, Amanda. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.

Degree: PhD, 2018, University of Manchester

 The curriculum for ICT in UK schools was discontinued in September 2012 and replaced by a 'rebranded' subject of Computing, divided into three sub domains:… (more)

Subjects/Keywords: computational literacy; Q methodology; social learning theory; critical thinking; computing education; raspberry pi; digital making; computational thinking; digital literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Banks Gatenby, A. (2018). Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578

Chicago Manual of Style (16th Edition):

Banks Gatenby, Amanda. “Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.” 2018. Doctoral Dissertation, University of Manchester. Accessed January 15, 2021. https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578.

MLA Handbook (7th Edition):

Banks Gatenby, Amanda. “Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi.” 2018. Web. 15 Jan 2021.

Vancouver:

Banks Gatenby A. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. [Internet] [Doctoral dissertation]. University of Manchester; 2018. [cited 2021 Jan 15]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578.

Council of Science Editors:

Banks Gatenby A. Developing perspectives of knowledgeability through a pedagogy of expressibility with the Raspberry Pi. [Doctoral Dissertation]. University of Manchester; 2018. Available from: https://www.research.manchester.ac.uk/portal/en/theses/developing-perspectives-of-knowledgeability-through-a-pedagogy-of-expressibility-with-the-raspberry-pi(246a7889-d2a5-41ad-bd15-e04c0f36b529).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.764578

19. Pellas, Nikolaos. Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds.

Degree: 2019, University of the Aegean; Πανεπιστήμιο Αιγαίου

Τhe term of computational thinking (CT) has been increasingly presented in many K-12 curricula across the globe and specifically in computer programming courses. Programming tasks… (more)

Subjects/Keywords: Υπολογιστική σκέψη; Προγραμματισμός; Εικονικοί κόσμοι; Computational thinking; Programming; Virtual worlds

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Pellas, N. (2019). Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds. (Thesis). University of the Aegean; Πανεπιστήμιο Αιγαίου. Retrieved from http://hdl.handle.net/10442/hedi/45623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Pellas, Nikolaos. “Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds.” 2019. Thesis, University of the Aegean; Πανεπιστήμιο Αιγαίου. Accessed January 15, 2021. http://hdl.handle.net/10442/hedi/45623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Pellas, Nikolaos. “Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds.” 2019. Web. 15 Jan 2021.

Vancouver:

Pellas N. Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds. [Internet] [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2019. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10442/hedi/45623.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Pellas N. Exploring the development of high school students’ computational problem-solving strategies by utilizing three-dimensional (3D) virtual worlds. [Thesis]. University of the Aegean; Πανεπιστήμιο Αιγαίου; 2019. Available from: http://hdl.handle.net/10442/hedi/45623

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Vanderbilt University

20. Zare, Hamid. Hands-On Artificial Intelligence and Cybersecurity Education in High Schools.

Degree: MS, Computer Science, 2019, Vanderbilt University

 Computer science literacy is becoming increasingly important. As technology integrates with every aspect of our lives, so does our need for understanding it. Cybercrime is… (more)

Subjects/Keywords: computational thinking; education; aritificial intelligence; visual programming; cybersecurity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zare, H. (2019). Hands-On Artificial Intelligence and Cybersecurity Education in High Schools. (Thesis). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/14591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zare, Hamid. “Hands-On Artificial Intelligence and Cybersecurity Education in High Schools.” 2019. Thesis, Vanderbilt University. Accessed January 15, 2021. http://hdl.handle.net/1803/14591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zare, Hamid. “Hands-On Artificial Intelligence and Cybersecurity Education in High Schools.” 2019. Web. 15 Jan 2021.

Vancouver:

Zare H. Hands-On Artificial Intelligence and Cybersecurity Education in High Schools. [Internet] [Thesis]. Vanderbilt University; 2019. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1803/14591.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zare H. Hands-On Artificial Intelligence and Cybersecurity Education in High Schools. [Thesis]. Vanderbilt University; 2019. Available from: http://hdl.handle.net/1803/14591

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Universidade do Rio Grande do Sul

21. Boucinha, Rafael Marimon. Aprendizagem do pensamento computacional e desenvolvimento do raciocínio.

Degree: 2017, Universidade do Rio Grande do Sul

Esta tese descreve um estudo quase experimental que teve como objetivo: investigar a relação entre a construção do Pensamento Computacional e o desenvolvimento do raciocínio… (more)

Subjects/Keywords: Computational Thinking; Tecnologia educacional; Inteligência artificial; Intelligence; Cognitive Assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Boucinha, R. M. (2017). Aprendizagem do pensamento computacional e desenvolvimento do raciocínio. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/172300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Boucinha, Rafael Marimon. “Aprendizagem do pensamento computacional e desenvolvimento do raciocínio.” 2017. Thesis, Universidade do Rio Grande do Sul. Accessed January 15, 2021. http://hdl.handle.net/10183/172300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Boucinha, Rafael Marimon. “Aprendizagem do pensamento computacional e desenvolvimento do raciocínio.” 2017. Web. 15 Jan 2021.

Vancouver:

Boucinha RM. Aprendizagem do pensamento computacional e desenvolvimento do raciocínio. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2017. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10183/172300.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Boucinha RM. Aprendizagem do pensamento computacional e desenvolvimento do raciocínio. [Thesis]. Universidade do Rio Grande do Sul; 2017. Available from: http://hdl.handle.net/10183/172300

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Wayne State University

22. Mingo, Wendye Dianne. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.

Degree: PhD, Instructional Technology, 2013, Wayne State University

  This study attempts to determine if authentic learning strategies can be used to acquire knowledge of and increase motivation for computational thinking. Over 600… (more)

Subjects/Keywords: authentic learning; computational thinking; instructional strategy; Other Education

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APA (6th Edition):

Mingo, W. D. (2013). The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/674

Chicago Manual of Style (16th Edition):

Mingo, Wendye Dianne. “The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.” 2013. Doctoral Dissertation, Wayne State University. Accessed January 15, 2021. https://digitalcommons.wayne.edu/oa_dissertations/674.

MLA Handbook (7th Edition):

Mingo, Wendye Dianne. “The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students.” 2013. Web. 15 Jan 2021.

Vancouver:

Mingo WD. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2021 Jan 15]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/674.

Council of Science Editors:

Mingo WD. The Effects Of Applying Authentic Learning Strategies To Develop Computational Thinking Skills In Computer Literacy Students. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/674


Colorado State University

23. Weinberg, Andrea Elizabeth. Computational thinking: an investigation of the existing scholarship and research.

Degree: PhD, Education, 2013, Colorado State University

 Despite the prevalence of computing and technology in our everyday lives and in almost every discipline and profession, student interest and enrollment in computer science… (more)

Subjects/Keywords: computational thinking; STEM education; education research; computer science education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Weinberg, A. E. (2013). Computational thinking: an investigation of the existing scholarship and research. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/78883

Chicago Manual of Style (16th Edition):

Weinberg, Andrea Elizabeth. “Computational thinking: an investigation of the existing scholarship and research.” 2013. Doctoral Dissertation, Colorado State University. Accessed January 15, 2021. http://hdl.handle.net/10217/78883.

MLA Handbook (7th Edition):

Weinberg, Andrea Elizabeth. “Computational thinking: an investigation of the existing scholarship and research.” 2013. Web. 15 Jan 2021.

Vancouver:

Weinberg AE. Computational thinking: an investigation of the existing scholarship and research. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/10217/78883.

Council of Science Editors:

Weinberg AE. Computational thinking: an investigation of the existing scholarship and research. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/78883


Universidade do Minho

24. Cunha, Carla Rute da Costa Oliveira Machado e. O Scratch e a interdisciplinaridade .

Degree: 2019, Universidade do Minho

 O presente relatório de estágio, intitulado “O Scratch e a Interdisciplinaridade”, surge no âmbito da realização da realização do Mestrado em Ensino de Informática, do… (more)

Subjects/Keywords: Interdisciplinaridade; Pensamento computacional; Programação; Scratch; Computational thinking; Interdisciplinarity; Programming

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APA (6th Edition):

Cunha, C. R. d. C. O. M. e. (2019). O Scratch e a interdisciplinaridade . (Masters Thesis). Universidade do Minho. Retrieved from http://hdl.handle.net/1822/62125

Chicago Manual of Style (16th Edition):

Cunha, Carla Rute da Costa Oliveira Machado e. “O Scratch e a interdisciplinaridade .” 2019. Masters Thesis, Universidade do Minho. Accessed January 15, 2021. http://hdl.handle.net/1822/62125.

MLA Handbook (7th Edition):

Cunha, Carla Rute da Costa Oliveira Machado e. “O Scratch e a interdisciplinaridade .” 2019. Web. 15 Jan 2021.

Vancouver:

Cunha CRdCOMe. O Scratch e a interdisciplinaridade . [Internet] [Masters thesis]. Universidade do Minho; 2019. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1822/62125.

Council of Science Editors:

Cunha CRdCOMe. O Scratch e a interdisciplinaridade . [Masters Thesis]. Universidade do Minho; 2019. Available from: http://hdl.handle.net/1822/62125


Open Universiteit Nederland

25. Petrus, Michelle. Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking.

Degree: Master, Welten Institute, 2019, Open Universiteit Nederland

 Het ontwikkelen van computational thinking skills stelt kinderen en jongeren in staat om op een andere manier te denken tijdens het oplossen van problemen. Men… (more)

Subjects/Keywords: programmeren; computational thinking; debugging; probleemdecompositie; algoritmische vaardigheden; primair onderwijs

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APA (6th Edition):

Petrus, M. (2019). Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69

Chicago Manual of Style (16th Edition):

Petrus, Michelle. “Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking.” 2019. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69.

MLA Handbook (7th Edition):

Petrus, Michelle. “Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking.” 2019. Web. 15 Jan 2021.

Vancouver:

Petrus M. Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking. [Internet] [Masters thesis]. Open Universiteit Nederland; 2019. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69.

Council of Science Editors:

Petrus M. Programmeeromgevingen met Visuele of Tastbare Output; de Effecten op Computational Thinking. [Masters Thesis]. Open Universiteit Nederland; 2019. Available from: http://hdl.handle.net/1820/600e678c-72b3-46d1-aaa4-b18eb86aae69


Open Universiteit Nederland

26. Joosse, Robert Jan. Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden.

Degree: Master, Welten Institute, 2018, Open Universiteit Nederland

 Internationaal is debat gaande over het belang van codeervaardigheden binnen het onderwijs in relatie met toekomstige beroepen. Meerdere landen hebben inmiddels codeervaardigheden in het onderwijs… (more)

Subjects/Keywords: Codeervaardigheden; computational thinking, attitude; UTAUT model; ICT acceptatie docentopvattingen

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APA (6th Edition):

Joosse, R. J. (2018). Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae

Chicago Manual of Style (16th Edition):

Joosse, Robert Jan. “Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae.

MLA Handbook (7th Edition):

Joosse, Robert Jan. “Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden.” 2018. Web. 15 Jan 2021.

Vancouver:

Joosse RJ. Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae.

Council of Science Editors:

Joosse RJ. Er Zijn 10 Soorten Docenten, Degenen die Binair Begrijpen en Degenen die het Niet Begrijpen:: Docentopvattingen over het Doceren van Codeervaardigheden. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/b5de518d-56cf-455c-9aa8-96ed95a096ae


Open Universiteit Nederland

27. Coenders-Kupers, Marinka. MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.

Degree: Master, Welten Institute, 2018, Open Universiteit Nederland

 Om leerlingen voor te bereiden op een snel veranderende, gedigitaliseerde samenleving, is het belang van 21e -eeuwse vaardigheden zoals ‘digitale geletterdheid’ evident. Dit omvat de… (more)

Subjects/Keywords: computational thinking; curriculum; funderend onderwijs; group concept mapping

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APA (6th Edition):

Coenders-Kupers, M. (2018). MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604

Chicago Manual of Style (16th Edition):

Coenders-Kupers, Marinka. “MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.” 2018. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604.

MLA Handbook (7th Edition):

Coenders-Kupers, Marinka. “MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie.” 2018. Web. 15 Jan 2021.

Vancouver:

Coenders-Kupers M. MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. [Internet] [Masters thesis]. Open Universiteit Nederland; 2018. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604.

Council of Science Editors:

Coenders-Kupers M. MAATREGELEN OM COMPUTATIONAL THINKING TE IMPLEMENTEREN IN FUNDEREND ONDERWIJS: Noodzakelijke Maatregelen om Computational Thinking te implementeren in funderend Onderwijs Een Group Concept Mapping Studie. [Masters Thesis]. Open Universiteit Nederland; 2018. Available from: http://hdl.handle.net/1820/8713cd2a-03a4-44d7-9394-d96136401604


Open Universiteit Nederland

28. Van Rossum, Desiré. Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs.

Degree: Master, Welten Institute, 2020, Open Universiteit Nederland

 Het belang van het aanleren van computational-thinking-vaardigheden aan jonge kinderen als één van de 21e-eeuwse vaardigheden wordt internationaal onderschreven. Computational thinking bestaat uit denkprocessen en… (more)

Subjects/Keywords: computational thinking; unplugged; plugged; monitoring; scaffolding; programmeren; 21e-eeuwse vaardigheden

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Van Rossum, D. (2020). Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs. (Masters Thesis). Open Universiteit Nederland. Retrieved from http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a

Chicago Manual of Style (16th Edition):

Van Rossum, Desiré. “Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs.” 2020. Masters Thesis, Open Universiteit Nederland. Accessed January 15, 2021. http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a.

MLA Handbook (7th Edition):

Van Rossum, Desiré. “Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs.” 2020. Web. 15 Jan 2021.

Vancouver:

Van Rossum D. Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs. [Internet] [Masters thesis]. Open Universiteit Nederland; 2020. [cited 2021 Jan 15]. Available from: http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a.

Council of Science Editors:

Van Rossum D. Computational Thinking als Fundamentele Basisvaardigheid bij Programmeren: Een Onderzoek naar de Invloed van de Programmeeromgeving en Leerkrachtinterventies op de Ontwikkeling van Computational-Thinking-Vaardigheden bij Leerlingen in het Basisonderwijs. [Masters Thesis]. Open Universiteit Nederland; 2020. Available from: http://hdl.handle.net/1820/1cbd054a-4007-498d-b6bb-61c5dc992a5a


Delft University of Technology

29. de Groot, Julian (author). Teaching Computational Thinking - What do our educators need?.

Degree: 2018, Delft University of Technology

 In the Netherlands a task-force, supported by the institute of curriculum development, Stichting Leerplan Ontwikkeling (SLO), has been assembled to define core objectives and learning… (more)

Subjects/Keywords: computational thinking; ct; assessment; programming; tpack; digital literacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

de Groot, J. (. (2018). Teaching Computational Thinking - What do our educators need?. (Masters Thesis). Delft University of Technology. Retrieved from http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d

Chicago Manual of Style (16th Edition):

de Groot, Julian (author). “Teaching Computational Thinking - What do our educators need?.” 2018. Masters Thesis, Delft University of Technology. Accessed January 15, 2021. http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d.

MLA Handbook (7th Edition):

de Groot, Julian (author). “Teaching Computational Thinking - What do our educators need?.” 2018. Web. 15 Jan 2021.

Vancouver:

de Groot J(. Teaching Computational Thinking - What do our educators need?. [Internet] [Masters thesis]. Delft University of Technology; 2018. [cited 2021 Jan 15]. Available from: http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d.

Council of Science Editors:

de Groot J(. Teaching Computational Thinking - What do our educators need?. [Masters Thesis]. Delft University of Technology; 2018. Available from: http://resolver.tudelft.nl/uuid:112f3fe3-b568-4555-a68e-3b599603c45d


University of Western Ontario

30. Zuod, Rawia. Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback.

Degree: 2019, University of Western Ontario

 This qualitative study explores the nature of engagement of pupils with their parents in mathematics thinking (MT) activities in the context of integration of computational(more)

Subjects/Keywords: computational thinking (CT); reform in mathematics education; parental engagement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Zuod, R. (2019). Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zuod, Rawia. “Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback.” 2019. Thesis, University of Western Ontario. Accessed January 15, 2021. https://ir.lib.uwo.ca/etd/6299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zuod, Rawia. “Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback.” 2019. Web. 15 Jan 2021.

Vancouver:

Zuod R. Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2021 Jan 15]. Available from: https://ir.lib.uwo.ca/etd/6299.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zuod R. Computational and Mathematics Thinking Workshops for Students with their Parents: Nature, Benefits, Challenges, and Feedback. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6299

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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