Bringing computational thinking into classrooms: a systematic review on supporting teachers in integrating computational thinking into K-12 classrooms
Abstract Although computational thinking (CT) is becoming increasingly prevalent in K-12 education, many teachers find it challenging to integrate it with their classroom learning. In this systematic review, we have reviewed empirical evidence on teachers’ computational-thinking-focused professional...
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| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2024-10-01
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| Series: | International Journal of STEM Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40594-024-00510-6 |
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