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Exploring embedded computational thinking in STEM teacher education

Computational thinking (CT) has become a necessity in many professional domains. As such, scholars argue that the acquisition of CT and application should be embedded in existing school subjects. Within the CT literature, a tax-onomy distinguishes CT practices in STEM education into four categories: data related, systems thinking, modeling & simulation and computational problem solving (CPSP). Practical applications of these different categories are still limited. This paper presents three examples in which edu-cators of science teachers integrate CT within STEM con-tent knowledge using the above mentioned taxonomy. The first example applies to CPSP and data practices, the sec-ond to CPSP exclusively, the final to systems thinking and modeling & simulation. The examples provide practical insight that makes the use of CT in STEM education more tangible for practitioners.

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08/14/2022
Exploring embedded computational thinking in STEM teacher education
product

Exploring embedded computational thinking in STEM teacher education

Computational thinking (CT) has become a necessity in many professional domains. As such, scholars argue that the acquisition of CT and application should be embedded in existing school subjects. Within the CT literature, a tax-onomy distinguishes CT practices in STEM education into four categories: data related, systems thinking, modeling & simulation and computational problem solving (CPSP). Practical applications of these different categories are still limited. This paper presents three examples in which edu-cators of science teachers integrate CT within STEM con-tent knowledge using the above mentioned taxonomy. The first example applies to CPSP and data practices, the sec-ond to CPSP exclusively, the final to systems thinking and modeling & simulation. The examples provide practical insight that makes the use of CT in STEM education more tangible for practitioners.

PDF

08/14/2022
Exploring embedded computational thinking in STEM teacher education
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Innovation, herd behavior and regional development

In our paper we want to investigate the question whether it will make sense for regions to compete for new high-tech industries to settle down in their region. The justification for giving subsidies is based on the general believe in politics that attracting high-technology firms will cause positive externalities in the sense of Arrow (1962) and of course will directly create working places and an additional tax revenue in the long run. Additionally, it is a general believe in politics that competition between regions will enhance the efficiency of local authorities and local administration. At the moment such new high technologies are bio-technology firms, ICT firms, nanotechnology firms etc.

MULTIFILE

12/31/2009
Innovation, herd behavior and regional development

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Eric Blaauw

Professor