Diversifying high school students' views about computing with electronic textiles
暂无分享,去创建一个
Deborah A. Fields | Yasmin B. Kafai | Debora Lui | Kristin A. Searle | Y. Kafai | D. Fields | Debora Lui
[1] FisherAllan,et al. Unlocking the clubhouse , 2002 .
[2] R. Keith Sawyer,et al. Learning How to Create: Toward A Learning Sciences of Art and Design , 2012, ICLS.
[3] Sue Fitzgerald,et al. Saying isn't necessarily believing: influencing self-theories in computing , 2008, ICER '08.
[4] Monika Richter,et al. Cognition In The Wild , 2016 .
[5] Michael Eisenberg,et al. Beyond Black Boxes: Bringing Transparency and Aesthetics Back to Scientific Investigation , 2000 .
[6] Frederick Erickson,et al. Definition and Analysis of Data from Videotape: Some Research Procedures and Their Rationales , 2006 .
[7] R. Estrella,et al. Stuck in the Shallow End Education , Race , and Computing , 2008 .
[8] S. Turkle,et al. Epistemological Pluralism and the Revaluation of the Concrete. , 1992 .
[9] Leah Buechley,et al. Textile messages : dispatches from the world of e-textiles and education , 2013 .
[10] Leah Buechley,et al. A Construction Kit for Electronic Textiles , 2006, 2006 10th IEEE International Symposium on Wearable Computers.
[11] Caitlin Kelleher,et al. Storytelling alice motivates middle school girls to learn computer programming , 2007, CHI.
[12] Deborah A. Fields,et al. Negotiating the “Relevant” in Culturally Relevant Mathematics , 2011 .
[13] Mark Guzdial,et al. Motivation and nonmajors in computer science: identifying discrete audiences for introductory courses , 2005, IEEE Transactions on Education.
[14] Amy Bruckman,et al. What is computing?: bridging the gap between teenagers' perceptions and graduate students' experiences , 2007, ICER '07.
[15] Leah Buechley,et al. LilyPad in the wild: how hardware's long tail is supporting new engineering and design communities , 2010, Conference on Designing Interactive Systems.
[16] Kristin A. Searle,et al. Functional Aesthetics for Learning: Creative Tensions in Youth e-Textile Designs , 2012, ICLS.
[17] Deborah A. Fields,et al. A Crafts-Oriented Approach to Computing in High School , 2014, ACM Trans. Comput. Educ..
[18] Amy Bruckman,et al. From interests to values , 2011, Commun. ACM.
[19] Roger Azevedo,et al. Empirical evidence regarding relations among a model of epistemic and ontological cognition, academic performance, and educational level. , 2010 .
[20] D. Chambers,et al. Stereotypic images of the scientist: The draw‐a‐scientist test , 1983 .
[21] Mark Guzdial,et al. Success in introductory programming: what works? , 2013, CACM.
[22] A. Magnifico. Writing for Whom? Cognition, Motivation, and a Writer's Audience , 2010 .
[23] Mark Guzdial,et al. Exploring hypotheses about media computation , 2013, ICER.
[24] Mordechai Ben-Ari,et al. Learning computer science concepts with scratch , 2010, ICER '10.
[25] C. Dianne Martin,et al. Draw a computer scientist , 2004, ITiCSE-WGR '04.
[26] L. Thesen. Modes, Literacies and Power: A University Case Study , 2001 .
[27] W. Sandoval. Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry , 2005 .
[28] Jeannette M. Wing. An introduction to computer science for non-majors using principles of computation , 2007, SIGCSE.
[29] Jens Bennedsen,et al. Abstraction ability as an indicator of success for learning computing science? , 2008, ICER '08.
[30] Ross K. Galloway,et al. How attitudes and beliefs about physics change from high school to faculty , 2011 .
[31] Michael J. Lee. How can a social debugging game effectively teach computer programming concepts? , 2013, ICER '13.