WP1 aims to investigate key elements and scope of definitions, understandings and presentations of computational thinking in school and TE in internationally published literature and Nordic policy documents,
through conducting an extensive systematic literature review and a document analysis of policy documents. Thisreview is the first step in the research design, where the field of practice is partly shaped by the literature. The aims of the systematic review are to identify available knowledge for professional practice, experts within the field, unpublished sources and effective research techniques (Fink, 2019), thus establishing an overall understanding of the field (macro-level). The systematic review will follow Fink’s well-established 7-step process to ensure that the results of the review can be independently reproduced (select research question,
identify search terms, screen, pilot review, review, synthesize results, conduct descriptive or analytic review). In addition, policy documents will be analysed using document analysis (Bowen, 2009) to identify, compare
and analyse the policies, with a particular focus on how computational thinking is mentioned in relation to education and TE, relating this to the review. The design of the interventions in WPs 2, 3 and 4 will draw on the insights gained from the review.
RQ1: How is CT understood as a competence for teachers, student-teachers and students?
|Thomas Frågåt(Leader)||Inland Norway University of Applied Sciences|
|Trude Sundtjønn (Co-leader)||OsloMet|
|Kristin Ebbesen||Inland Norway University of Applied Sciences|
|Mads Middelboe Rehder||Københavns Professjons højskole|
|Jari Lavonen||University of Helsinki|
|Per Øyvind Sollid||OsloMet|