Using video analysis and learning analytics to understand programming trajectories in data science activities with Scratch
暂无分享,去创建一个
[1] Ana Marilza Pernas,et al. ScratchAnalytics: Um Framework para Coleta e Análise de Interações em Projetos Scratch , 2020 .
[2] Yue Yin,et al. Assessing computational thinking: A systematic review of empirical studies , 2020, Comput. Educ..
[3] Yuning Xu,et al. A Principled Approach to Designing a Computational Thinking Practices Assessment for Early Grades , 2020, SIGCSE.
[4] Michael S. Horn,et al. Modeling and Measuring High School Students’ Computational Thinking Practices in Science , 2020, Journal of Science Education and Technology.
[5] Francisco J. García-Peñalvo,et al. Clickstream for learning analytics to assess students' behavior with Scratch , 2019, Future Gener. Comput. Syst..
[6] Bodong Chen,et al. Critical issues in designing and implementing temporal analytics , 2018, J. Learn. Anal..
[7] Bodong Chen,et al. Time for Change: Why Learning Analytics Needs Temporal Analysis , 2017, J. Learn. Anal..
[8] Shuchi Grover,et al. A Framework for Using Hypothesis-Driven Approaches to Support Data-Driven Learning Analytics in Measuring Computational Thinking in Block-Based Programming Environments , 2017, ACM Trans. Comput. Educ..
[9] Marcos Romn-Gonzlez,et al. Which cognitive abilities underlie computational thinking? Criterion validity of the Computational Thinking Test , 2017 .
[10] Deborah A. Fields,et al. Studying situated learning in a constructionist programming camp: A multimethod microgenetic analysis of one girl's learning pathway , 2016, IDC.
[11] Taylor Martin,et al. Macro Data for Micro Learning: Developing the FUN! Tool for Automated Assessment of Learning , 2016, L@S.
[12] Lisa Quirke,et al. Combining Big Data and Thick Data Analyses for Understanding Youth Learning Trajectories in a Summer Coding Camp , 2016, SIGCSE.
[13] Michael S. Horn,et al. Defining Computational Thinking for Mathematics and Science Classrooms , 2016 .
[14] Mark Guzdial,et al. A future for computing education research , 2014, Commun. ACM.
[15] D. Koller,et al. Programming Pluralism: Using Learning Analytics to Detect Patterns in the Learning of Computer Programming , 2014 .
[16] Ryan Shaun Joazeiro de Baker,et al. Educational Data Mining and Learning Analytics: Applications to Constructionist Research , 2014, Technology, Knowledge and Learning.
[17] Diana Franklin,et al. Hairball: lint-inspired static analysis of scratch projects , 2013, SIGCSE '13.
[18] Paulo Blikstein,et al. Using learning analytics to assess students' behavior in open-ended programming tasks , 2011, LAK.
[19] Eric Rosenbaum,et al. Scratch: programming for all , 2009, Commun. ACM.
[20] Gregorio Robles,et al. Bad Smells in Scratch Projects: A Preliminary Analysis , 2019, TACKLE@EC-TEL.
[21] Charles B. Hodges,et al. Emerging Research, Practice, and Policy on Computational Thinking , 2017 .
[22] Shuchi Grover,et al. Assessing Algorithmic and Computational Thinking in K-12: Lessons from a Middle School Classroom , 2017, Emerging Research, Practice, and Policy on Computational Thinking.
[23] Taylor Martin,et al. Measuring Computational Thinking Development with the FUN! Tool , 2017, Emerging Research, Practice, and Policy on Computational Thinking.
[24] David A. Gillam. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas , 2015 .
[25] Gregorio Robles,et al. Analyze your Scratch projects with Dr . Scratch and assess your Computational Thinking skills , 2015 .
[26] Barbara Boucher Owens,et al. CSTA K--12 Computer Science Standards: Revised 2011 , 2011 .