During a one-year-subproject, student teachers develop and pilot learning scenarios and materials in mathematics classrooms for third and fourth graders fostering ‘Computational Thinking’. To evaluate these interventions regarding the impact on the student teachers as well as the schoolchildren ‘impact models’ are used. These models based on program impact theory will be continuously refined to converge to a ‘proof of the success’ of the project.
CITATION STYLE
Bescherer, C., & Fest, A. (2017). Computational thinking in primary schools: Theory and causal models. In IFIP Advances in Information and Communication Technology (Vol. 515, pp. 663–667). Springer New York LLC. https://doi.org/10.1007/978-3-319-74310-3_68
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