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Science teachers can teach computational thinking through distributed expertise., , and . Comput. Educ., (2021)Negotiating tensions between aesthetics, meaning and technics as opportunities for disciplinary engagement., , , and . FabLearn, page 58-65. ACM, (2016)Assessing Computational Thinking in Students' Game Designs., , , , , , and . CHI PLAY (Companion), page 173-179. ACM, (2016)Exploring How Game Genre in Student-Designed Games Influences Computational Thinking Development., , , , , , , , and . CHI, page 1-17. ACM, (2020)Is My Game OK Dr. Scratch?: Exploring Programming and Computational Thinking Development via Metrics in Student-Designed Serious Games for STEM., , , , , , , , and . IDC, page 208-219. ACM, (2019)Ice Paddles, CO2 Invaders, and Exploding Planets: How Young Students Transform Climate Science Into Serious Games., , , , , and . CHI PLAY, page 534-548. ACM, (2020)Paper 2: history in schools, teachers, and students: identities and meaning making in middle school social studies.. ICLS, page 112-114. International Society of the Learning Sciences / ACM DL, (2010)Designs for Learning With and Through Sound., , , , , , , , , and 1 other author(s). ICLS, International Society of the Learning Sciences, (2020)All Good Things Come in Threes: Assessing Student-Designed Games via Triadic Game Design., , , , , and . FDG, page 88:1-88:4. ACM, (2020)The Role of Computational Thinking Practices in Making: How Beginning Youth Makers Encounter & Appropriate CT Practices in Making., , and . FabLearn, page 9:1-9:8. ACM, (2017)