nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
1 |
A comparative study into how pupils can play different roles in co-design activities
|
Landoni, Monica |
|
2018 |
17 |
C |
p. 28-38 |
artikel |
2 |
“Alright, what do we need?”: A study of young coders’ collaborative dialogue
|
Tsan, Jennifer |
|
2018 |
17 |
C |
p. 61-71 |
artikel |
3 |
Children challenging the design of half-baked games: Expressing values through the process of game modding
|
Kynigos, Chronis |
|
2018 |
17 |
C |
p. 16-27 |
artikel |
4 |
Editorial Board
|
|
|
2018 |
17 |
C |
p. ii |
artikel |
5 |
Editorial: Special Issue on Assumptions About the Concept of Childhood and the Roles of Children in Design
|
|
|
2018 |
17 |
C |
p. 1-4 |
artikel |
6 |
How block-based, text-based, and hybrid block/text modalities shape novice programming practices
|
Weintrop, David |
|
2018 |
17 |
C |
p. 83-92 |
artikel |
7 |
How do you feel about learning to code? Investigating the effect of children’s attitudes towards coding using eye-tracking
|
Papavlasopoulou, Sofia |
|
2018 |
17 |
C |
p. 50-60 |
artikel |
8 |
Orchestrating experts’ assumptions and children’s values in the design of Virtual Heritage experiences
|
Schaper, Marie-Monique |
|
2018 |
17 |
C |
p. 5-15 |
artikel |
9 |
Physical computing with plug-and-play toolkits:Key recommendations for collaborative learning implementations
|
Katterfeldt, Eva-Sophie |
|
2018 |
17 |
C |
p. 72-82 |
artikel |
10 |
Robotics and computational thinking in primary school
|
Chalmers, Christina |
|
2018 |
17 |
C |
p. 93-100 |
artikel |
11 |
Socializers, achievers or both? Value-based roles of children in technology design projects
|
Kinnula, Marianne |
|
2018 |
17 |
C |
p. 39-49 |
artikel |