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ORCIDInternational Journal of Child-Computer Interaction, Volume 16
Volume 16, June 2018
- Sharon Lynn Chu
, Elizabeth Deuermeyer, Francis K. H. Quek:
Supporting scientific modeling through curriculum-based making in elementary school science classes. 1-8 - Eva Eriksson, Carl Heath, Peter Ljungstrand, Peter Parnes:
Makerspace in school - Considerations from a large-scale national testbed. 9-15 - Dimitris Grammenos, Margherita Antona:
Future designers: Introducing creativity, design thinking & design to children. 16-24 - Christa Flores:
Problem-based science, a constructionist approach to science literacy in middle school. 25-30 - Pauline Gourlet, Françoise Decortis:
Prototyping a designerly learning through authentic making activities in elementary classrooms. 31-38 - Bruno Henrique de Paula, Andrew Burn, Richard Noss, José Armando Valente:
Playing Beowulf: Bridging computational thinking, arts and literature through game-making. 39-46 - Selina Schepers, Katrien Dreessen, Bieke Zaman:
Rethinking children's roles in Participatory Design: The child as a process designer. 47-54 - Judy Robertson, Andrew Peter Macvean, Samantha Fawkner, Graham Baker, Ruth G. Jepson:
Savouring our mistakes: Learning from the FitQuest project. 55-67 - Laura Benton, Piers Saunders, Ivan Kalas, Celia Hoyles, Richard Noss:
Designing for learning mathematics through programming: A case study of pupils engaging with place value. 68-76 - Tancicleide Carina Simões Gomes, Taciana Pontual Falcão, Patrícia Cabral de Azevedo Restelli Tedesco:
Exploring an approach based on digital games for teaching programming concepts to young children. 77-84 - Beaumie Kim, Wing Ho:
Emergent social practices of Singapore students: The role of laughter and humour in educational gameplay. 85-99 - Juan Pablo Hourcade, Luiza Superti Pantoja, Kyle Diederich, Liam Crawford:
Samba schools as an inspiration for technologies for children under the age of five. 100-103 - Gökçe Elif Baykal, Ilgim Veryeri Alaca, Asim Evren Yantaç, Tilbe Göksun:
A review on complementary natures of tangible user interfaces (TUIs) and early spatial learning. 104-113
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