Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms

Abstract Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional...

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Detalhes bibliográficos

Principais autores:	Zhichun Liu, Zarina Gearty, Eleanor Richard, Chandra Hawley Orrill, Shakhnoza Kayumova, Ramprasad Balasubramanian
Formato:	Artigo
Idioma:	Inglês
Publicado em:	SpringerOpen 2024-10-01
Colecção:	International Journal of STEM Education
Assuntos:	Computational thinking Teacher professional learning K-12 Systematic review
Acesso em linha:	https://doi.org/10.1186/s40594-024-00510-6
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