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022_000145/0000

Algorythmics: Technologically and Artistically Enhanced Computer Science Education

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Autor
Zoltán Kátai
Series
Sapientia Books. Natural Sciences
022_000145/0164
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Seite 165 [165]
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164 REFERENCES Baron-Cohen, S., Knickmeyer, R., & Belmonte, M. K. (2005). Sex Differences in the Brain: Implications for Explaining Autism. Science, 310, 819-823. Bebras. (2020). https://www.bebras.org/. Bennett, C. I. (1990). Comprehensive multicultural education: Theory and practice (2"¢ ed.). Boston: Allyn and Bacon. Bennett, M. J. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. Education for the Intercultural Experience, 2, 21-71. Berg, D., & Knop, F. N. (2008). Making math real: Connecting research to practice - A comprehensive multisensory structured methodology in mathematics K-12, Learning & the brain, February 7-9, San Fracisco. http://www. edupr.com/workshopssf.html. Berlyne, D. E. (1960). Conflict, arousal, and curiosity. New York: McGraw Hill Book Company, Inc. Berney, S., & Bétrancourt, M. (2016). Does animation enhance learning? A metaanalysis. Computers & Education, 101, 150-167. Beyth-Marom, R., Saporta, K., & Caspi, A. (2005). Synchronous vs. asynchronous tutorials: Factors affecting students’ preferences and choices. Journal of Research on Technology in Education, 37, 245-262. Billington, J., Baron-Cohen, S., & Wheelwright, S. (2007). Cognitive style predicts entry into physical sciences and humanities: Questionnaire and performance tests of empathy and systemizing. Learning and Individual Differences, 17, 260-268. Blumenfeld, P. C. (1992). Glassroom learning and motivation: Clarifying and expanding goal theory. Journal of Educational psychology, 84(3), 272. Blumenfeld, P. C., & Meece, J. L. (1988). Task factors, teacher behavior, and students’ involvement and use of learning strategies in science. The Elementary School Journal, 88(3), 235-250. Bongard, M., Ferrandez, J. M., & Fernandez, E. (2009). The neural concert of vision. Neurocomputing, 72(4—-6), 814-819. Boucheix, J. M., & Guignard, H. (2005). What animated illustrations conditions can improve technical document comprehension in young students? Format, signaling and control of the presentation. European Journal of Psychology of Education, 20(4), 369-388. Boucheix, J. M., Lowe, R. K., Putri, D. K., & Groff, J. (2013). Cueing animations: Dynamic signaling aids information extraction and comprehension. Learning and Instruction, 25, 71-84. Bransford, J., Brown, A., & Cocking, R. (1999). How people learn: Brain, mind, experience, and school. In: Committee on Developments in the Science of Learning, Commission on Behavioral and Social Sciences and Education, National Research Council (ed.), Washington, DC: National Academy Press. Brantingham, A. (2011). Understanding. Macalester Journal of Philosophy, 12(1), 4.

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