Co-development of senior primary students’ computational thinking concepts and practices: Implications for teaching and learning
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Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12922-6.pdf
Reference43 articles.
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2. Alreshidi, N. A. (2023). Enhancing topic-specific prior knowledge of students impacts their outcomes in mathematics. Frontiers in Education, 8, 1050468. https://doi.org/10.3389/feduc.2023.1050468
3. Baker, F. B. (2001). The basics of item response theory (2nd ed.). ERIC Clearinghouse on Assessment and Evaluation. https://files.eric.ed.gov/fulltext/ED458219.pdf
4. Basu, S., Rutstein, D. W., Xu, Y., Wang, H., & Shear, L. (2021). A principled approach to designing computational thinking concepts and practices assessments for upper elementary grades. Computer Science Education, 31(2), 169–198. https://dl.acm.org/doi/10.1145/3328778.3366849.
5. Braithwaite, D. W., & Sprague, L. (2021). Conceptual knowledge, procedural knowledge, and metacognition in routine and nonroutine problem solving. Cognitive Science, 45(10), e13048. https://doi.org/10.1111/cogs.13048
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