Teaching programming and computational thinking in early childhood education: a case study of content knowledge and pedagogical knowledge (vol 14, 1252718, 2023)

被引：0

作者：

Zeng, Yue ^{[1
,2
]}

Yang, Weipeng ^{[2
]}

Bautista, Alfredo ^{[2
]}

机构：

[1] Wenzhou Univ, Sch Educ, Wenzhou, Peoples R China

[2] Educ Univ Hong Kong, Dept Early Childhood Educ, Hong Kong, Peoples R China

来源：

FRONTIERS IN PSYCHOLOGY | 2023年 / 14卷

关键词：

programming; computational thinking; early childhood teacher; content knowledge; pedagogical knowledge;

D O I：

10.3389/fpsyg.2023.1342297

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

引用

页数：1

共 27 条

[21] BETWEEN PEDAGOGICAL CONTENT KNOWLEDGE AND CONFIDENCE: A CASE STUDY OF PRONUNCIATION TRAINING AND TEACHER PREPARATION
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[23] Designing Unplugged and Plugged Activities to Cultivate Computational Thinking: An Exploratory Study in Early Childhood Education
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[25] Designing Unplugged and Plugged Activities to Cultivate Computational Thinking: An Exploratory Study in Early Childhood Education
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[26] Robot programming versus block play in early childhood education: Effects on computational thinking, sequencing ability, and self-regulation
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BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, 2022, 53 (06) : 1817 - 1841
[27] Teaching programming to non-STEM novices: A didactical study of computational thinking and non-STEM computing education
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17TH KOLI CALLING INTERNATIONAL CONFERENCE ON COMPUTING EDUCATION RESEARCH (KOLI CALLING 2017), 2017, : 201 - 202

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