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024 7 _a10.1007/978-981-96-0853-9
_2doi
050 4 _aLB1028.3
072 7 _aJNV
_2bicssc
072 7 _aEDU000000
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072 7 _aJNV
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245 1 0 _aIntegrating Computational Thinking Through Design-Based Learning
_h[electronic resource] :
_bStrategies for Integration in Different Disciplines /
_cedited by Mustafa Saritepeci, Hatice Yildiz Durak.
250 _a1st ed. 2024.
264 1 _aSingapore :
_bSpringer Nature Singapore :
_bImprint: Springer,
_c2024.
300 _aXII, 230 p. 25 illus., 22 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction to computational thinking and design based learning -- Theoretical framework for integrating computational thinking in education -- Design based learning approaches for computational thinking -- Integrating computational thinking via ai based design based learning activities -- Computational thinking integration by design based learning perspective implementation example of ai -- Integrating computational thinking into computer assisted language learning from theoretical foundations to design based learning applications -- CT integration by design based learning perspective implementation example of foreign language training -- CT integration by design based learning perspective implementation example of digital storytelling -- Computational thinking integration by design based learning perspective implementation example of math education -- Promoting computational thinking through stem education.
520 _aThis book creates a theoretical framework to consider the integration of computational thinking (CT) into learning and teaching processes in different contexts from a design-based learning (DBL) perspective, and presents various intervention studies. The chapters each focus on a different aspect of CT integration through DBL, providing an overview and discussing the benefits of integrating CT into the curriculum. The book also discusses the design thinking process and how it can be used to promote CT, focusing on CT concepts and considering perspectives on how these concepts can be integrated into DBL activities. It also explores how artificial intelligence (AI)-based design-oriented learning activities can be used to develop students' CT skills, examines the information technology (IT) concept of pattern recognition, and provides examples of how this can be integrated into DBL activities. It presents practical examples on integrating CT into the teaching-learning process from a design-based learning perspective, summarizes approaches to assessing CT skills, and discusses them in the context of design-based learning. Lastly, this book also conducts a bibliometric analysis of publication and citation trends in computational thinking research conducted in design-based learning.
650 0 _aEducational technology.
_957244
650 0 _aTechnical education.
_965871
650 0 _aStudy Skills.
_962160
650 1 4 _aDigital Education and Educational Technology.
_968557
650 2 4 _aTechnology and Design education.
_968185
650 2 4 _aStudy and Learning Skills.
_971425
700 1 _aSaritepeci, Mustafa.
_eeditor.
_0(orcid)0000-0002-6984-0652
_1https://orcid.org/0000-0002-6984-0652
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
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700 1 _aYildiz Durak, Hatice.
_eeditor.
_0(orcid)0000-0002-5689-1805
_1https://orcid.org/0000-0002-5689-1805
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
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710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
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776 0 8 _iPrinted edition:
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776 0 8 _iPrinted edition:
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856 4 0 _uhttps://doi.org/10.1007/978-981-96-0853-9
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912 _aZDB-2-SXED
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