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022_000145/0000

Algorythmics: Technologically and Artistically Enhanced Computer Science Education

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Auteur
Zoltán Kátai
Series
Sapientia Books. Natural Sciences
022_000145/0165
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Page 166 [166]
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REFERENCES 165 Bridges Organization. (2004). Bridges: Mathematical connections in art, music, and science. http://www.bridgesmathart.org/past-conferences/2004-2. Brown, N. C., Sentance, S., Crick, T., & Humphreys, S. (2014). Restart: The resurgence of computer science in UK schools. ACM Transactions on Computing Education (TOCE), 14(2), 9. Burg, J., & Liittringhaus, K. (2006, April/June). Entertaining with science, educating with dance. Computers in Entertainment, 4(2). from: http://portal. acm.org. Butcher, K. R. (2006). Learning from text with diagrams: Promoting mental model development and inference generation. Journal of Educational Psychology, 98(1), 182. Byrne, M. D., Catrambone, R., & Stasko, J. T. (1996). Do algorithm animations aid learning? Georgia Institute of Technology. Byrne, M. D., Catrambone, R., & Stasko, J. T. (1999). Evaluating animations as student aids in learning computer algorithms. Computers & education, 33(4), 253-278. Calvert, G., Spence, C., & Stein, B. E. (2004). The handbook of multisensory processes. Cambridge: MIT Press. Campbell, D. (2000). The Mozart effect for children: Awakening your child’s mind, health, and creativity with music. New York: Harper Collins. Carey, S. (1985). Conceptual change in childhood. MIT press. Carney, R. N., & Levin, J. R. (2002). Pictorial illustrations still improve students’ learning from text. Educational Psychology Review, 14(1), 5-26. Castro-Alonso, J. C., Ayres, P., & Paas, F. (2014). Dynamic visualisations and motor skills. In: Handbook of human centric visualization (pp. 551-580). Springer, New York, NY. Castro-Alonso, J. C., Ayres, P., Wong, M., & Paas, F. (2018). Learning symbols from permanent and transient visual presentations: Don’t overplay the hand. Computers & Education, 116, 1-13. Chavey, D. (1996). Songs and the analysis of algorithms. In: Proceedings of the 27% SIGCSE technical symposium on computer science education (pp. 4-8). Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39, 323— 340. Clark, R. C., & Mayer, R. E. (2002). E-learning and the science of instruction. San Francisco: Jossey-Bass/Pfeiffer. Coates, D., Humphreys, B. R., Kane, J., & Vachris, M. A. (2004). No significant distance between face-to-face and online instruction: Evidence from principles of economics. Economics of Education Review, 23, 533-546. Computer Science Teachers Association (CSTA). (2020). https://www.csteachers. org/.

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