Academic literature on the topic 'Computational Design Thinking'
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Journal articles on the topic "Computational Design Thinking"
Kim, Jeong-sook, and Min-jeong Baek. "Classical Reading Curriculum Design Using Computational Thinking Strategies." JOURNAL OF HUMANITIES STUDIES 125 (December 31, 2021): 117–49. http://dx.doi.org/10.46346/tjhs.125..5.
Full textVamvakidis, Simos. "Computational Design Thinking through Controlled Transformations: An Analog Computational Design Approach." International Journal of Design Education 15, no. 1 (2021): 177–91. http://dx.doi.org/10.18848/2325-128x/cgp/v15i01/177-191.
Full textGaloyan, Tamara, Amanda Barany, Jonan Phillip Donaldson, Nahla Ward, and Penny Hammrich. "Connecting Science, Design Thinking, and Computational Thinking through Sports." International Journal of Instruction 15, no. 1 (January 1, 2022): 601–18. http://dx.doi.org/10.29333/iji.2022.15134a.
Full textSon, Young-Su, and Kwang-Jae Lee. "Computational Thinking Teaching Model Design for Activating IT Convergence Education." Journal of the Korea institute of electronic communication sciences 11, no. 5 (May 31, 2016): 511–22. http://dx.doi.org/10.13067/jkiecs.2016.11.5.511.
Full textWang, Dongqing, Liqiang Luo, Jing Luo, Sihong Lin, and Guangjie Ren. "Developing Computational Thinking: Design-Based Learning and Interdisciplinary Activity Design." Applied Sciences 12, no. 21 (October 31, 2022): 11033. http://dx.doi.org/10.3390/app122111033.
Full textGriffiths, Catherine. "Computational Visualization for Critical Thinking." Journal of Science and Technology of the Arts 11, no. 2 (December 29, 2019): 9–17. http://dx.doi.org/10.7559/citarj.v11i2.666.
Full textHuang, Xue-peng, and Jing Leng. "Design of Database Teaching Model Based on Computational Thinking Training." International Journal of Emerging Technologies in Learning (iJET) 14, no. 08 (April 30, 2019): 52. http://dx.doi.org/10.3991/ijet.v14i08.10495.
Full textVallance, Michael, and Phillip A. Towndrow. "Pedagogic transformation, student-directed design and computational thinking." Pedagogies: An International Journal 11, no. 3 (May 13, 2016): 218–34. http://dx.doi.org/10.1080/1554480x.2016.1182437.
Full textWeintrop, David, Nathan Holbert, Michael S. Horn, and Uri Wilensky. "Computational Thinking in Constructionist Video Games." International Journal of Game-Based Learning 6, no. 1 (January 2016): 1–17. http://dx.doi.org/10.4018/ijgbl.2016010101.
Full textArlitt, Ryan, Sumbul Khan, and Lucienne Blessing. "Feature Engineering for Design Thinking Assessment." Proceedings of the Design Society: International Conference on Engineering Design 1, no. 1 (July 2019): 3891–900. http://dx.doi.org/10.1017/dsi.2019.396.
Full textDissertations / Theses on the topic "Computational Design Thinking"
Donaldson, Scott P. "Generating, Simulating, Interrogating: A Computational Design Thinking Framework." Research Showcase @ CMU, 2017. http://repository.cmu.edu/theses/133.
Full textTarr, Melanie. "The other art of computer programming: A visual alternative to communicate computational thinking." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2280.
Full textGeorge, Lenard. "COMPUTATIONAL THINKING FOR ADULTS- DESIGNING AN IMMERSIVE MULTI-MODAL LEARNING EXPERIENCE USING MIXED REALITY." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23635.
Full textSparf, Maria. "Grundskoleelevers design i lärande : En studie om lärprocesser i programmering." Licentiate thesis, Linköpings universitet, Pedagogik och didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-173590.
Full textStudiens övergripande syfte är att fördjupa kunskapen om hur elever designar sitt lärande i programmering. Det är främst elevernas lärandeprocess, hur de tar sig an problem inom programmering och hur de blir, är och förblir engagerade i uppgifterna, som är av intresse. Programmering kan förstås på många olika sätt, kodning, en digital kompetens, kreativitet eller sätt att lösa problem. Digitaliseringen i samhället har även aktualiserat behovet av att lära sig programmering redan från tidig ålder i grundskolan. I denna studie ses programmering som en del av den digitala kompetens alla elever ska ha möjlighet att utveckla och som finns med som en röd tråd genom hela grundskolan. Studien genomfördes under programmeringslektioner på tre science centers i Sverige. Science center har lång erfarenhet av att undervisa i programmering för barn och unga. Detta nyttjades vid tidpunkten för studien av skolor som på det sättet kunde erbjuda eleverna att prova på programmering redan innan det blev en del av den obligatoriska undervisningen. Lektionerna var anpassade för nybörjare i programmering och genomfördes som en del av skoldagen för elever i årskurs 1-8. Det teoretiska ramverket har utgångspunkt i designorienterad teori, med fokus på hur iscensättning och design för lärande, som omfattar både möjligheter och dilemman för lärande. Ramverket ger en grund för hur elevers lärprocess och engagemang för att lära sig programmering kan analyseras. Resultaten redovisas i form av två artiklar som tillsammans ge en bild av design för och i lärande under programmeringslektioner. Den första artikeln bidrar med kunskap om fem olika tillvägagångssätt (i artikel 1 på engelska, approach) som elever använde för att lösa uppgifter med hjälp av programmering. De kvalitativt olika sätt som eleverna använde under de observerade lektionerna var matematiskt, fel- och försök igen, steg-för-steg, rutin samt estetiskt. Var och ett av dessa tillvägagångssätt gav eleverna möjlighet att använda och träna olika förmågor som är viktiga för att kunna programmera. Förmågorna jämförs, men likställs inte med datalogiskt tänkande (CT) vilket kan anses vara knutet till kompetenser som är viktiga för att aktivt kunna delta i ett digitalt samhälle. Den andra artikelns kunskapsbidrag är att förstå hur beteendemässigt, emotionellt och kognitivt engagemang kan identifieras när elever programmerar. Att förstå hur de olika typerna av engagemang är viktiga var och en för sig, samtidigt som de är sammanflätade och påverkar varandra, är angelägen kunskap. Resultaten visar hur olika typer av engagemang blir synliga under programmeringslektioner. Vidare diskuteras hur elevernas identifierade engagemang kan relateras till hur deras lärprocess designas. I den sammanlagda studien visar resultaten från de båda artiklarna på hur elever blev designers för och i sitt lärande i programmering. Eleverna designade sitt lärande genom hela lärprocessen med hänseende till iscensättningen, vilka tillvägagångssätt de använde och hur de hade möjlighet att vara engagerade på olika sätt.
Agyei, E. (Eunice). "How to design activities for learning computational thinking in the context of early primary school in an after-school code club." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252073.
Full textMantilla, Güiza Rafael Ricardo. "Propuesta para el desarrollo del pensamiento computacional desde un ecosistema digital. Caso: colegio técnico Vicente Azuero de Colombia." Doctoral thesis, TDX (Tesis Doctorals en Xarxa), 2021. http://hdl.handle.net/10803/673984.
Full text[spa] El estudio surge entre los años 2017 al 2020 como propuesta didáctica para acompañar la alfabetización digital con estudiantes de educación media en una institución educativa en Colombia, incorporando nuevas tendencias en educación como el desarrollo del pensamiento computacional y el aprendizaje basado en problemas, con el fin de mejorar el desempeño académico; sin embargo, para el año 2020 y 2021 cobra mucha fuerza a raíz del distanciamiento social, como resultado de la pandemia con el virus COVID-19 y sus variantes; donde la demanda de estrategias didácticas virtuales impulsan el desarrollo de nuevas formas de trabajo y por ende pensamiento, la tecnología resalta como medio de interacción y supervivencia ante la nueva normalidad. Es decir, el desarrollo de un pensamiento computacional que promueve la alfabetización digital deja de ser una opción, a ser una necesidad. Es así, que el proyecto establece por objetivo fomentar el desarrollo del pensamiento computacional en estudiantes de educación media del colegio técnico Vicente Azuero; a partir de una estrategia didáctica desde un ecosistema digital. Para tal fin, se desarrolla un ecosistema virtual de aprendizaje con diferentes tecnologías educativas, unas adaptadas y otras como desarrollo e implementación de software educativo; en conjunto establecen la simbiosis necesaria para una mediación educativa diseñada desde una investigación basada en el diseño y el aprendizaje basado en problemas. Los resultados validan con el coeficiente de pearson la relación entre las dimensiones del pensamiento computacional propuestas por Brennan y Resnick, el desarrollo de competencias como habilidad para resolver problemas y con pruebas t-Student la relación directa y positiva del ecosistema virtual de aprendizaje.
[eng] The study arises between the years 2017 to 2020 as a didactic proposal to accompany digital literacy with high school students in an educational institution in Colombia, incorporating new trends in education such as the development of computational thinking and problem-based learning, in order to to improve academic performance; However, for the year 2020 and 2021 it gains a lot of strength as a result of social distancing, as a result of the pandemic with the COVID-19 virus and its variants; Where the demand for virtual didactic strategies drive the development of new ways of working and therefore thinking, technology stands out as a means of interaction and survival. In other words, the development of computational thinking that promotes digital literacy is no longer an option but a necessity. Thus, the objective of the project is to promote the development of computational thinking in high school students of the Vicente Azuero technical college; from a didactic strategy from a digital ecosystem. For this purpose, a virtual learning ecosystem is developed with different educational technologies, some adapted and others such as development and implementation of educational software; together they establish the symbiosis necessary for an educational mediation designed from research-based design and problem-based learning. The results validate with the pearson coefficient the relationship between the dimensions of computational thinking proposed by Brennan and Resnick, the development of competencies as an ability to solve problems and with t-Student tests the direct and positive relationship of the virtual learning ecosystem.
Tong, Peng-Wen, and 董芃彣. "Problem decomposition patterns affect visual thinking learners imagination in Design Computational Thinking course." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/dkj2fw.
Full text國立臺北科技大學
互動設計系
106
With the prevalence of the programming education, programming related subjects have become one of the essential skill for students. Through learning logical thinking, students can further solve problems in different situations. Such as computational thinking, which is defined as a problem-solving method, is also a basic skill that everyone need to learn. Design students as the learners of visual thinking, usually communicate and create through imagination. Through the course of computational thinking, learning how to solve the problem is also a design strategy for design students, which indirectly affect the students’ design. Therefore, this study is intended to explore whether the students’ problem decomposition models will affect their imagination. The paper observes the relationship between the students problem decomposition modes and their imagination through the records of classroom activity. According to the activity records, four kinds of models named by programming decision structures were "switch case", "if else", "for loop" and " create ", and the students from "for loop" and " create " models have high originality. From the imaginary test results, it was found that the course can improve the students whose original imagination was low achieved, but originality values from students with higher originality are reduced. As a result, imagination is related to the logic of problem deconstruction, and students can use their imaginations to inspire different logical patterns of deconstruction.
Chen, Po-An, and 陳柏安. "Applying interactive robot to design course of computational thinking and learning computer programming." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/af66kf.
Full text臺北市立大學
資訊科學系
107
Science and technology are developing rapidly, more and more environments can be learned. Students can learn relevant knowledge through the Internet, games and multimedia, and gradually diversify the way they learn. Among them, interactive robots can effectively enhance students’ concentration when they are used as teaching aids. Learning programming can develop computational thinking skills and enhance problem-solving skills. In this paper, we combine the hardware platform of interactive robots and graphical interfaces programming language, and integrate the concepts of computational thinking and programming to design a curriculum that enhances learners' problem solving skills and computer programming. Learners can learn the hardware-level technology through interactive robots, and combine mBlock to control the software of interactive robots. Nine experimental units are involved as follows: Light-emitting diode experiment controls component on the board; Buzzer experimental learn how to control buzzer component; Buzzer game experiment using building blocks and hardware components to create small game; LED diode matrix experiment extends the concept of the light-emitting diode experiment to output the pattern to the panel; Ultrasonic experiments is learned to familiar with variables and conditional concepts in an interactive way; Bluetooth module experiment learn how to achieve data transmission; Assembly and control experiments need to assembly a complete robot and control it; Robot interaction and testing need to use mobile device to control robots. Through nine experiments, learners can develop the core concepts of computational thinking and computer programming.
Ahn, Junghyun. "Computational Thinking in Children: The Impact of Embodiment on Debugging Practices in Programming." Thesis, 2020. https://doi.org/10.7916/d8-k5ee-q864.
Full textChou, Chin-Chun, and 周俊欽. "The Influence of Two - stage Unplugged Program Design System on Student 's Computational Thinking." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/vja8ew.
Full text國立臺北教育大學
數學暨資訊教育學系(含數學教育碩士班)
105
In the past of Program design courses, students are not fully memorized by program instructions or misused by program syntax, students are debugging programs constantly when they write programs. Even if the completion of programming tasks, from the completion of the program cannot be clear and immediate physical feedback. It will affect the interest and effectiveness of studying. In this studies, it uses “The Influence of Two-stage Unplugged Program Design System” to carry out program design teaching. There are 72 students of vocational school who participant this program. Through two-stage hints and solid blocks programming process, educating students to solve the problem by the computational thinking. The system provides immediate feedback and tips to correct the problem-solving steps too. To research the changing of the results and motivation by the programming system using. The study found that, after The Two-stage Unplugged Program Design System programming teaching, students through the physical solid blocks operation will transform computing thinking to the entity, learning process interestingly, and reduce the burden of program instruction memory. And ultimately enhance students' learning motivation, improve learning achievements and reduce learning cognitive load.
Books on the topic "Computational Design Thinking"
Dasgupta, Subrata. Creativity in invention and design: Computational and cognitive explorations of technological originality. Cambridge [England]: Cambridge University Press, 1994.
Find full textAhlquist, Sean, and Achim Menges. Computational Design Thinking: Computation Design Thinking. Wiley, 2011.
Find full textComputational Design Thinking. John Wiley & Sons, 2011.
Find full textHofstetter, Fred. Computational Thinking on the Internet: Foundations, Web Design & Cybersecurity. Hofstetter, Fred T., 2022.
Find full textApplied Computational Thinking with Python: Design algorithmic solutions for complex and challenging real-world problems. Packt Publishing, 2020.
Find full textMirowski, Philip, and Edward Nik-Khah. The Experimentalist School of Design. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190270056.003.0013.
Full textWilliamson, John H., Antti Oulasvirta, Per Ola Kristensson, and Nikola Banovic, eds. Bayesian Methods for Interaction and Design. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108874830.
Full textD'Errico, Mike. Push. Oxford University Press, 2022. http://dx.doi.org/10.1093/oso/9780190943301.001.0001.
Full textReed, Stephen K. Cognitive Skills You Need for the 21st Century. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197529003.001.0001.
Full textVoyatzaki, Maria, ed. Architectural Materialisms. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474420570.001.0001.
Full textBook chapters on the topic "Computational Design Thinking"
Patton, Evan W., Michael Tissenbaum, and Farzeen Harunani. "MIT App Inventor: Objectives, Design, and Development." In Computational Thinking Education, 31–49. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_3.
Full textWu, Min Lun, and Kari Richards. "Facilitating Computational Thinking through Game Design." In Edutainment Technologies. Educational Games and Virtual Reality/Augmented Reality Applications, 220–27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-23456-9_39.
Full textLeonard, Jacqueline. "Coding, Game Design, and Computational Thinking." In Fostering Computational Thinking among Underrepresented Students in STEM, 43–62. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003024552-3.
Full textLee, Chien-Sing, and Pei-Yee Chan. "Mathematics Learning: Perceptions Toward the Design of a Website Based on a Fun Computational Thinking-Based Knowledge Management Framework." In Computational Thinking Education, 183–200. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6528-7_11.
Full textLeonard, Jacqueline. "Computational Thinking, Computer Scaffolding, and Game Design." In Culturally Specific Pedagogy in the Mathematics Classroom, 70–101. Second edition. | New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351255837-4.
Full textGuzdial, Mark. "Computational Thinking and Using Programming to Learn." In Learner-Centered Design of Computing Education, 37–51. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-031-02216-6_3.
Full textChristensen, Inger-Marie F. "Integrating Computational Thinking in Humanistic Subjects in Higher Education." In Learning, Design, and Technology, 1–45. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-319-17727-4_180-1.
Full textNegron, Anthony. "Integrating Computational Thinking Across the Elementary Curriculum." In Design Make Play for Equity, Inclusion, and Agency, 195–207. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203702345-15.
Full textVinu Varghese, V. V., and V. G. Renumol. "Design of Mini-Games for Assessing Computational Thinking." In Information and Communication Technology for Competitive Strategies (ICTCS 2021), 737–48. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-0095-2_70.
Full textDong, Andy. "Quantifying Coherent Thinking in Design: A Computational Linguistics Approach." In Design Computing and Cognition ’04, 521–40. Dordrecht: Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-1-4020-2393-4_27.
Full textConference papers on the topic "Computational Design Thinking"
Brunvand, Erik. "Computational Thinking Meets Design Thinking." In GLSVLSI '15: Great Lakes Symposium on VLSI 2015. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2742060.2742123.
Full textIversen, Ole Sejer, Rachel Charlotte Smith, and Christian Dindler. "From computational thinking to computational empowerment." In PDC '18: Participatory Design Conference 2018. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3210586.3210592.
Full textGrizioti, Marianthi, and Chronis Kynigos. "Game modding for computational thinking." In IDC '18: Interaction Design and Children. New York, NY, USA: ACM, 2018. http://dx.doi.org/10.1145/3202185.3210800.
Full textSosa, Ricardo, Andrew Gibbons, Emma O'Riordan, Keu Iorangi, Andy Crowe, Leanne Gibson, Sam Harris, and Daniel Badenhorst. "Food for Advanced Computational Thinking." In PDC 2022: Participatory Design Conference 2022. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3536169.3537785.
Full textJimenez, Yerika, Theodore Hays, and Christina Gardner-McCune. "Computational Thinking App Design Mat." In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3022412.
Full textZavoleas, Yannis. "Computational Thinking with Analogue and Digital Means." In CAADRIA 2014: Rethinking Comprehensive Design: Speculative Counterculture. CAADRIA, 2014. http://dx.doi.org/10.52842/conf.caadria.2014.843.
Full textZavoleas, Yannis. "Computational Thinking with Analogue and Digital Means." In CAADRIA 2014: Rethinking Comprehensive Design: Speculative Counterculture. CAADRIA, 2014. http://dx.doi.org/10.52842/conf.caadria.2014.843.
Full textSettle, Amber. "Computational thinking in a game design course." In the 2011 conference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/2047594.2047612.
Full textCaskurlu, Secil, Anne Drew Hu, Aman Yadav, and Rafi Santo. "Computational Thinking Integration Design Principles in Humanities." In SIGCSE 2022: The 53rd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3478432.3499071.
Full textVamvakidis, Simos. "Computational Design Thinking for first year architectural design studios." In 37 Education and Research in Computer Aided Architectural Design in Europe and XXIII Iberoamerican Society of Digital Graphics, Joint Conference (N. 1). São Paulo: Editora Blucher, 2019. http://dx.doi.org/10.5151/proceedings-ecaadesigradi2019_043.
Full textReports on the topic "Computational Design Thinking"
Mills, Kelly, Merijke Coenraad, Pati Ruiz, Quinn Burke, and Josh Weisgrau. Computational Thinking for an Inclusive World: A Resource for Educators to Learn and Lead. Digital Promise, December 2021. http://dx.doi.org/10.51388/20.500.12265/138.
Full textLiberman, Babe, and Viki Young. Equity in the Driver’s Seat: A Practice-Driven, Equity-Centered Approach for Setting R&D Agendas in Education. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/100.
Full textPowerful Learning with Computational Thinking: Our Why, What, and How of Computational Thinking. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/115.
Full text