The thrust of this chapter evolves around the idea that computational thinking has a build-in distinction between a pure and an applied perspective, and that this distinction has pedagogical consequences when CT is integrated into curricula and learning designs. We show that both of these perspectives on CT undergo different kinds of tranformationel processes when integrated into education, and we argue that these transformationel processes have elements that are both particular to specific cases of integration as well as general elements that are intrinsically bound to pedagogy itself.
|Title of host publication||Computational Thinking in Education : A Pedagogical Perspective|
|Editors||Aman Yadav, Ulf Dalvad Berthelsen|
|Number of pages||17|
|Place of Publication||New York|
|Publication date||1 Dec 2021|
|Publication status||Published - 1 Dec 2021|
- learning, educational science and teaching