6. Referanser

  1. Regjeringen.no. Fornyer innholdet i skolen. 2018  [cited 2018 15/10]; Om kjerneelementene i fagfornyelsen].
  2. Utdanningsdirektoratet. Grunnleggende ferdigheter. 2006  [cited 2018 15/10].
  3. NOU 2015: 8 (2015). Fremtidens skole - Fornyelse av fag og kompetanser. Kunnskapsdepartementet.
  4. Bocconi, S., A. Chioccariello, and J. Earp, The Nordic apporach to introducing Computational Thinking and programming in compulsory education. , in Report prepared for the the Nordic@BETT2018 Steering Group. 2018.
  5. diSessa, A. A. (2018). Computational Literacy and “The Big Picture” Concerning Computers in Mathematics Education. Mathematical Thinking and Learning, 20(1), 3-31.
  6. Utdanningsdirektoratet (2017). Forsøkslæreplan i programmering og modellering X - programfag i utdanningsprogram for studiespesialisering (PRM1-01). [cited 2018 24.02]
  7. Wing, J. M. (2017). Computational thinking’s influence on research and education for all. Italian Journal of Educational Technology, 25(2), 7-14.
  8. Weintrop, D., Beheshti, E., Horn, M., Orton, K., Jona, K., Trouille, L. & Wilensky, U. (2016). , Defining Computational Thinking for Mathematics and Science Classrooms. Journal of Science Education and Technology, 25(1), 127-147.
  9. Bøe, M. V. (2012). Science choices in Norwegian upper secondary school: What matters? Science Education, 96(1), 1-20.
  10. Malthe-Sørenssen, A., et al. (2015). Integrasjon av beregninger i fysikkundervisningen. Uniped, 38(04), 303-310.
Publisert 6. aug. 2019 10:59 - Sist endret 11. jan. 2022 14:45
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