Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/4572
Full metadata record
DC FieldValueLanguage
dc.contributor.authorHuang, Joey
dc.contributor.authorPeppler, Kylie
dc.date.accessioned2020-06-10T13:52:37Z
dc.date.accessioned2020-06-10T20:04:04Z-
dc.date.available2020-06-10T13:52:37Z
dc.date.available2020-06-10T20:04:04Z-
dc.date.issued2019-06
dc.identifier.citationHuang, J. & Peppler, K. (2019). Studying Computational Thinking Practices Through Collaborative Design Activities with Scratch. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 933-934). Lyon, France: International Society of the Learning Sciences.en_US
dc.identifier.urihttps://doi.dx.org/10.22318/cscl2019.933
dc.identifier.urihttps://repository.isls.org//handle/1/4572-
dc.description.abstractPrevious studies have focused on examining individuals' computational thinking (CT) practices in varied learning contexts. This study aimed to expand the current framework of CT by investigating how CT is practiced through collaborative design activities with Scratch. We analyzed students' CT practices as a group in different design stages. By identifying the patterns of CT practices which emerged through collaborative design activities, this study informed how CT is socially practiced in small groups.en_US
dc.language.isoenen_US
dc.publisherInternational Society of the Learning Sciences (ISLS)en_US
dc.titleStudying Computational Thinking Practices Through Collaborative Design Activities with Scratchen_US
dc.typePostersen_US
Appears in Collections:CSCL 2019

Files in This Item:
File SizeFormat 
933-934.pdf135.75 kBAdobe PDFView/Open


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.