| Figures | ||
| 3.1 | The arrows describe the transposition between different praxeologies. | 40 |
| 3.2 | The initial code, by Björk (1972, p. 142). The code extracts a series of prime numbers. | 47 |
| 3.3 | The modified code, by Riesel (1973, p. 43). | 48 |
| 3.4a | First example on a ZX Spectrum, with prime numbers in a floating point list. | 51 |
| 3.4b | Second example on an Apple computer, with prime numbers in an integer list. | 52 |
| 5.1 | Schematic outline of digital, analog, abstract, and concrete dimensions of technology. | 91 |
| 5.2 | Schematic outline of digital, analog, abstract, and concrete dimensions of technology, in relation to the dual nature of technical artefacts and technologies of representation. | 98 |
| 7.1 | The process of selecting the 25 articles for the literature review. | 135 |
| 8.1 | A visual representation of the conceptual framework of intrinsic and extrinsic challenges for implementing technology education (based on Finger & Houguet, 2009). | 177 |
| 9.1 | The training course. | 200 |
| 10.1 | Traffic light. | 221 |
| 10.2 | Tumble dryer. | 221 |
| 10.3 | Elevator. | 221 |
| 10.4 | Keyboard. | 221 |
| 13.1 | The sketched robot that was displayed on the smartboard in the classroom. | 277 |
| 14.1 | The BBC micro:bit microcontroller and external components. | 297 |
| 14.2 | The block-based editor where blocks are snapped together to build a code. | 298 |
| 14.3 | Pupils approach PTS differently, depending on which context PTS is presented in (from Cederqvist, 2020, figure 4, CC BY 4.0). | 299 |
| 14.4 | The students experience two intertwined phenomena during the process of designing a PTS (from Cederqvist, 2022, figure 7, CC BY 4.0). | 300 |
| 16.1 | Illustration of Group 1 and how the teachers sorted the statements. | 330 |
| 16.2 | Illustration of Group 2 and how the teachers sorted the statements. | 330 |
| 16.3 | Illustration of Group 1 (Product assessors) and how the teachers in this group sorted the product and process statements. | 334 |
| Illustration of Group 2 (Process assessors) and how the teachers in this group sorted the product and process statements. | 334 | |
| Tables | ||
| 3.1 | A praxeology, with praxis and logos blocks for programming in school. | 41 |
| 3.2 | The transposition of knowledge described as praxis and logos; first on the level of scholarly knowledge expressed by experts, then as knowledge to be taught expressed by early adopters. | 53 |
| 4.1 | Learning outcomes for PCT in grades 1–6 according to the New Literacies Programme. | 69 |
| 6.1 | Content analysis showing the presence of keywords in the Swedish curriculum Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (revised 2018). | 114 |
| 6.2 | The presence of references to the keyword programming in the Swedish curriculum Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (revised 2018). | 115 |
| 6.3 | The presence of references to the keyword digital in the Swedish curriculum Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011 (revised 2018). | 116 |
| 6.4 | Keywords used to find relevant research in SCOPUS, ERIC, and Web of Science. | 117 |
| 6.5 | Themes representing perspectives on computational thinking. | 119 |
| 6.6 | Themes representing computational thinking related to Swedish school subjects. | 120 |
| 7.1 | Summary of the twenty-five included articles in terms of aim/topic, sample, programming language/software, study design, data collection, and major findings. | 136 |
| 8.1 | Coding criteria, research question 1: Transformation. | 179 |
| 10.1 | Categories and their relation to the three dimensions of variation. | 229 |
| 12.1 | Teachers who visited SC s with their pupils. | 257 |
| 13.1 | Summary of the content that took form in the classroom and potentially critical aspects. | 283 |
| 14.1 | Aspects that are critical to discern in order to conceptualise PTS in a powerful way. | 303 |
| 16.1 | Statements valued similarly by both groups. | 331 |
| 16.2 | The statements divided into product and process criteria. | 333 |
In: Programming and Computational Thinking in Technology Education
Editors:
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Jonas Hallström
Jonas Hallström
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Marc J. de Vries
Marc J. de Vries
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