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Rethinking computational thinking

https://doi.org/10.1145/2949401
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inferred← citeshttps://doi.org/10.1007/s10643-022-01319-0openalex-snapshot
Classroom Play and Activities to Support Computational Thinking Development in Early Childhood
inferred← citeshttps://doi.org/10.1007/s10763-021-10227-5openalex-snapshot
Integrating Computational Thinking in STEM Education: A Literature Review
inferred← citeshttps://doi.org/10.1007/s10956-019-09796-6openalex-snapshot
Practicing Formative Assessment for Computational Thinking in Making Environments
inferred← citeshttps://doi.org/10.1007/s10956-019-09802-xopenalex-snapshot
Computational Thinking Integration Patterns Along the Framework Defining Computational Thinking from a Disciplinary Perspective
inferred← citeshttps://doi.org/10.1007/s10956-019-09803-wopenalex-snapshot
Computational Thinking from a Disciplinary Perspective: Integrating Computational Thinking in K-12 Science, Technology, Engineering, and Mathematics Education
inferred← citeshttps://doi.org/10.1016/j.caeo.2023.100132openalex-snapshot
Student and teacher co-agency when combining CT with arts and design in a cross-curricular project
inferred← citeshttps://doi.org/10.1109/te.2019.2925253openalex-snapshot
Using Topic Modeling to Extract Pre-Service Teachers’ Understandings of Computational Thinking From Their Coding Reflections
inferred← citeshttps://doi.org/10.1145/3618115openalex-snapshot
Teacher Education to Integrate Computational Thinking into Elementary Science: A Design-Based Research Study
inferred← citeshttps://doi.org/10.1145/3700297.3700394openalex-snapshot
The Integration of Computational Thinking and Artificial Intelligence Serves to Enhance The Cognitive Processes and Skill Acquisition of Students
inferred← citeshttps://doi.org/10.1186/s40594-022-00373-9openalex-snapshot
“Weebles wobble but they also commit to lifelong relationships”: teachers’ transdisciplinary learning in computational play
inferred← citeshttps://doi.org/10.3390/info14020118openalex-snapshot
How a Rubric Score Application Empowers Teachers’ Attitudes over Computational Thinking Leverage
inferred← citeshttps://doi.org/10.4018/978-1-7998-1479-5.ch011openalex-snapshot
The Rise of the Digital Polymath
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