the cambridge handbook of the learning sciences is available in our digital library an online access to it is set as public so you can download it instantly. Our books collection spans in multiple locations, allowing you to get the most less latency time to download any of our books like this one. Merely said, the the cambridge handbook of the learning sciences is universally compatible with any devices to read.

The Cambridge Handbook Of The Learning Sciences

It represents a universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use.

/pdf/computational-thinking-ji-suan-lun-de-si-kao-3qvv34ha3s.pdf

Computational Thinking 計算論的思考

O VER THE PAST 25 YEARS OUR UNDERSTANDING of how music interacts with the human mind and brain has grown rapidly, and multimedia technologies have augmented the ways in which we engage with music. In Embodied Music Cognition and Mediation Technology, Marc Leman examines how these developments might be unified into something that is simultaneously a theory of music cognition and a blueprint for the music mediation technology of the future. Mediation refers to the mappings between the intentions and desires on the part of active musical participants and the technology that renders the music. The main mediating principle elaborated on in the monograph, which is more intellectual discourse than textbook, is rooted in the belief that musical interactions are socially charged, embodied affairs. Thus, individuals understand music in the same way that they understand others’ intentions during social interaction, and expressive intentions are attributed to music because patterns of sonic energy evoke bodily gestures that are meaningful to an individual due to his or her personal history as an active participant within a cultural environment. The first three chapters contextualize the embodied music cognition approach. In Chapter 1, Leman sets the scene by making clear the challenges that face those who are concerned with how subjective musical experiences are linked to physical sound patterns. Chapter 2 then deals with the diversity of paradigms that are relevant to the business of interdisciplinary music research. Here Leman adeptly identifies relationships between trends in music research, such as the emergence of systematic musicology, and landmark developments in the discipline of psychology, such as the advent of the Gestalt school and cognitivism. He also charts the progress made in the fields of technology, information theory, and computational modeling, with well selected philosophical matter visited along the way. This serves as a historical prelude to the birth of the modern embodied cognition paradigm, which asserts that, “knowledge does not emerge from passive perception, but from the need to act in an environment” (p. 43). In Chapter 3, Leman expands upon this ecological theme with a view toward music mediation technology, developing the premise that mediating technology should exploit the way in which individuals naturally engage themselves with music. The ensuing chapters delve into the details of what embodied music cognition means. Chapters 4 and 5 build a case for why it makes sense to think about engagement with music in terms of corporeal articulations and action-based ontologies, and how these lead to pleasurable experiences with music, whereas Chapters 6 and 7 describe how this type of framework might play itself out in musical instrument and music retrieval technologies. Throughout these chapters, Leman articulates a framework in which performer/music/listener interactions can be structured/mediated. The framework contends with the formidable challenges inherent in mapping between the intentions, actions, and percepts of individuals and very specific musical signals. Ultimately, the problem is one of identifying relationships between semantics and musical structure, and then specifying the technological requirements for accomplishing the translation from one to the other. Leman breaks the problem down into three interacting conceptual levels, which he talks about as first-person, second-person, and third-person descriptions. Thirdperson descriptions are objective representations of the structural features of the music, whereas first-person descriptions are subjectively assigned semantic labels that refer to expressive intentions. According to Leman, previous approaches to understanding music (e.g., traditional musicology) have fixated upon these two levels of description without giving adequate treatment to the “rules” that govern the mapping between objective representations and subjective interpretations. Such rules are needed to achieve his scientific goal of developing a complete theory of music, as well as his practical goal of developing a successful mediation technology. The key to Leman’s solution is the proposal that an understanding of musical intentions requires third-person and first-person descriptions to be linked via second-person descriptions, which are corporeal in nature. At this intermediate level, expressive bodily gestures from an individual’s repertoire of actions are used to describe moving sonic forms in a manner that the individual can interpret based on his or

https://www.jstor.org/stable/info/10.1525/mp.2009.26.3.289

Embodied music cognition and mediation technology

As computational thinking (CT) is being embraced by educational systems worldwide, researchers and teachers have posed important questions such as “what to teach” and “what can be learned.” These questions are universally crucial to the learning of all subjects. Nevertheless, there is no up-to-date, systematic overview of CT education for K-9 students that attempt to provide answers to these crucial questions. Thus, this systematic review presents a synthesis of 55 empirical studies, providing evidence of the development of computational thinking through programming in Scratch, one of the most popular visual block programming languages in schools. The purpose of this review is to systematically examine the CT skills that can be obtained through Scratch in K-9 based on empirical evidence. This systematic review has adopted Brennan and Resnick's (2012) framework as the basis for defining and identifying the expected CT skills in K-9. The major findings entail what computational thinking skills students in K-9 can learn through Scratch in relation to the framework mentioned above, taking the progression of learning into account. Additional CT skills that are not captured by the framework were identified including input/output, reading, interpreting and communicating code, using multimodal media, predictive thinking, and human-computer interaction. These additional CT skills are not currently presented in Brennan and Resnick's (2012) framework and can be considered as possible supplements to their framework. Furthermore, the paper discusses the difficulties regarding assessment and the progression of the identified skills, as well as problems with study designs. Finally, the paper sets out suggestions for future studies based on the current research gaps.

A systematic review of learning computational thinking through Scratch in K-9

PBL Learning Meets Case-Based Reasoning in the Middle School Science Classroom: Putting Learning by Design Into Practice

This study highlights the importance of an educational design that includes robotics and programming through a visual programming language as a means to enable students to improve substantially their understanding of the elements of logic and mathematics. Gaining an understanding of computational concepts as well as a high degree of student participation and commitment emphasize the effectiveness of introducing robotics and visual programming based on active methodologies in primary education. Implementation of this design provides sixth-grade elementary education students with activities that integrate programming and robotics in sciences and mathematics; these practices allow students to understand coding, motion, engines, sequences and conditionals. A quasi-experimental design, descriptive analysis and participant observation were applied across various dimensions to 93 sixth-grade students in four primary education schools. Programming and robotics were integrated in one didactic unit of mathematics and another in sciences. Statistically significant improvements were achieved in the understanding of mathematical concepts and in the acquisition of computational concepts, based on an active pedagogical practice that instills motivation, enthusiasm, commitment, fun and interest in the content studied.

The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot

The pedagogical integration of computing is interesting in educational contexts based on the contributions of Seymour Papert and Wing’s concept of computational thinking. Integrating arts in education can lead to the design of activities using Scratch combined with devices. The main goal is to evaluate the integration of computational thinking in art education making use of technological resources, sensor cards and minicomputers, with a student-centred pedagogical approach. This research assesses the results of a control group of 35 students and an experimental group of 109 students in four different schools, using Mann-Whitney’s U-test for independent samples assessing ‘Active Learning’, ‘computational concepts’ and ‘fun’ scales. Applying data triangulation, and consistent with design-based research, the results of interviews and focus groups reinforced the results obtained in the aforementioned test, providing validity to the study. There are advantages regarding student interest, motivation and...

/pdf/sensors-programming-and-devices-in-art-education-sessions-ok5rtcnt35.pdf

Sensors, programming and devices in Art Education sessions. One case in the context of primary education / Sensores, programación y dispositivos en sesiones de Educación Artística. Un caso en el contexto de Educación Primaria

Maria-Luisa Sevillano-García

Papers

The effect of programming on primary school students’ mathematical and scientific understanding: educational use of mBot

Sensors, programming and devices in Art Education sessions. One case in the context of primary education / Sensores, programación y dispositivos en sesiones de Educación Artística. Un caso en el contexto de Educación Primaria