Computational Thinking as Subject Matter:: As an Independent Subject or Integrated across Subjects?

Morten Tannert; Rasmus Fink Lorentzen; Ulf Dalvad Berthelsen

Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects?

Morten Tannert, Rasmus Fink Lorentzen, Ulf Dalvad Berthelsen

Aarhus University

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

Abstract

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.

Original language	English
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
Publisher	Routledge
Publication date	1 Dec 2021
Pages	73-89
Chapter	5
ISBN (Print)	978-0-367-56446-9
ISBN (Electronic)	978-1-003-10299-1
Publication status	Published - 1 Dec 2021

Keywords

learning, educational science and teaching

Cite this

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Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects? / Tannert, Morten ; Lorentzen, Rasmus Fink; Berthelsen, Ulf Dalvad.
Computational Thinking in Education: A Pedagogical Perspective. ed. / Aman Yadav; Ulf Dalvad Berthelsen. New York: Routledge, 2021. p. 73-89.

Research output: Chapter in Book/Report/Conference proceeding › Contribution to book/anthology › Research › peer-review

TY - CHAP

T1 - Computational Thinking as Subject Matter:

T2 - As an Independent Subject or Integrated across Subjects?

AU - Tannert, Morten

AU - Lorentzen, Rasmus Fink

AU - Berthelsen, Ulf Dalvad

PY - 2021/12/1

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AB - 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.

KW - learning, educational science and teaching

KW - Teknologiforståelse

KW - computational thinking

M3 - Contribution to book/anthology

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EP - 89

BT - Computational Thinking in Education

A2 - Yadav, Aman

A2 - Berthelsen, Ulf Dalvad

PB - Routledge

CY - New York

ER -

Computational Thinking as Subject Matter: As an Independent Subject or Integrated across Subjects?

Abstract

Keywords

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