Scalable game design and the development of a checklist for getting computational thinking into public schools
By A. Repenning, David C. Webb, Andri Ioannidou. Technical Symposium on Computer Science Education, 2010
296 citations recorded by the source corpus.
Subfields: Computer Science Applications, Developmental and Educational Psychology
View Paper: https://www.semanticscholar.org/paper/577e42b52926f20ae325177d287f8b923152999f
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Computer Science Applications
- Stephen Cooper
- Uri Wilensky
- David Weintrop
- Roy D. Pea
- Shuchi Grover
- Stavros N. Demetriadis
- Linda L. Werner
- Soumela Atmatzidou
In Developmental and Educational Psychology
- Stephen Cooper
- Shuchi Grover
- Roy D. Pea
- David Weintrop
- Uri Wilensky
- Stavros N. Demetriadis
- Soumela Atmatzidou
- Elham Beheshti
Citations in the corpus
- Advancing students' computational thinking skills through educational robotics: A study on age and gender relevant differences (2016, background): “Robotics can be used as a tool that offers opportunities for students to engage and develop computational thinking skills [3,4].”
- Defining Computational Thinking for Mathematics and Science Classrooms (2016, background): “…tools and skillsets can deepen learning of mathematics and science content (Guzdial 1994; Eisenberg 2002; National Research Council 2011a, b; Redish and Wilson 1993; Repenning et al. 2010; Sengupta et al. 2013; Sherin 2001; Wilensky 1995; Wilensky et al. 2014; Wilensky and Reisman 2006).”
- The fairy performance assessment: measuring computational thinking in middle school (2012, background): “To our knowledge, the only existing measures of pre-college CT were created by Repenning et al [11] yet there have been numerous recent reports of measures of computer science conceptual understanding thought to be useful in the acquisition of CT including [5][12][13].”
- Designing for deeper learning in a blended computer science course for middle school students (2015, background): “Repenning, Webb, and Ioannidou (2010) report on high engagement among middle school children with the scalable game design curriculum that teaches the use of “ CT patterns ” in the design of video games using Agentsheets.”
- Computational Thinking in K–12 (2013, background): “Computationally rich environments and effective CT tools for school children must have low threshold and high ceiling, scaffold, enable transfer, support equity, and be systemic and sustainable (Repenning, Webb, & Ioannidou, 2010).”