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xi | |
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xiii | |
| Acknowledgments |
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xv | |
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1 Beyond Technocentrism: Coding as Experience |
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1 | (22) |
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1 | (2) |
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1.2 A Two-Part Argument against Technocentrism |
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3 | (4) |
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1.3 Toward a Critical Phenomenology of Coding |
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7 | (8) |
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1.3.1 The Phenomenological Turn: Beyond Symbolic Generalizability |
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7 | (5) |
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1.3.2 Critical and Historical Concerns |
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12 | (3) |
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1.4 Epilogue: Notes on Situatedness, Epistemology, and Methodology |
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15 | (8) |
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2 A Dialogical Imagination of Coding in STEM |
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23 | (18) |
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2.1 Motivation: From Situatedness to Computational Heterogeneity |
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23 | (1) |
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2.2 Voicing Code in STEM: A Dialogical Imagination |
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24 | (11) |
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2.2.1 The Anchor: Voice as Heterogeneity |
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24 | (2) |
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2.2.2 Dialogical Lenses for Modeling Heterogeneity |
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26 | (9) |
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2.3 Epilogue: In Defense of Heterogeneity |
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35 | (6) |
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2.3.1 A Critique of Authoritarian Voice |
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35 | (1) |
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2.3.2 A Turn Toward Critical Phenomenology |
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36 | (5) |
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3 Coding and Modeling as Perspectival Work |
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41 | (22) |
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41 | (1) |
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3.2 Background: Role of Perspectives in Agent-Based Computing |
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42 | (2) |
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44 | (1) |
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3.4 Unit of Analysis: Perspectives |
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45 | (1) |
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3.5 Episode 1: Shift to the Agent Perspective |
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46 | (2) |
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3.6 Episode 2: Teaching as Perspectival Prompts |
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48 | (2) |
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3.7 Episode 3: Teaching as Perspectival Comparisons |
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50 | (2) |
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3.8 Episode 4: Meaning as Perspectival Coherence |
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52 | (3) |
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55 | (3) |
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3.9.1 Coding Science as Perspectival Thinking |
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55 | (1) |
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3.9.2 Theory into Action: Implications for Design |
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56 | (2) |
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3.10 Epilogue: Role of Perspectives beyond the Agent-Based Paradigm |
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58 | (5) |
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4 Addressivity in Computational Design |
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63 | (24) |
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4.1 Beyond Individualist Notions of Competence |
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63 | (1) |
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4.2 From Artifacts to Utterances: Intersubjectivity, Addressivity, and Publicness |
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64 | (1) |
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4.3 Being in the World and Designing for Others |
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65 | (4) |
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4.3.1 Intersubjectivity and Collaboration |
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65 | (3) |
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4.3.2 Addressivity in Designing for Authentic Users |
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68 | (1) |
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69 | (3) |
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69 | (1) |
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4.4.2 The Sequence of Activities |
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70 | (1) |
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71 | (1) |
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4.5 Finding: The Shift from Being the User to Being "with" the User |
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72 | (11) |
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4.5.1 Being the User (UT1) |
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72 | (2) |
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4.5.2 The Heterogeneity of Trouble |
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74 | (2) |
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4.5.3 Being with the User (UT2) |
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76 | (3) |
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4.5.4 User Guides as Computational Utterances |
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79 | (4) |
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4.6 Epilogue: Publicness and the Computational Utterance |
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83 | (4) |
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5 Recontextualization and Transitional Othering |
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87 | (34) |
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5.1 Sociopolitical Emergence and the Need for a Critical Computing Education |
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87 | (2) |
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5.2 What Does Ethnocentrism Model? |
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89 | (3) |
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5.2.1 Amplifications and Omissions |
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89 | (1) |
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5.2.2 Learning with Flawed Models |
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90 | (2) |
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5.3 Deeper into Modeling Ethnocentrism |
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92 | (5) |
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5.3.1 Abstractions in Coding Ethnocentrism |
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92 | (3) |
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5.3.2 Ethnocentrism as Emergence |
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95 | (2) |
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5.4 Grounding Computational Emergence Critically |
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97 | (4) |
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5.4.1 Abstractions as Recontextualization: A View from Computational Science |
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97 | (3) |
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5.4.2 Recontextualization as Transitional Othering |
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100 | (1) |
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5.5 Designing for Transitional Othering |
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101 | (3) |
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101 | (2) |
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103 | (1) |
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5.6 The Experience of Recontextualization and Transitional Othering |
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104 | (9) |
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5.6.1 Early Noticings: The Dominance of Ethnocentrism |
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104 | (2) |
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5.6.2 Recontextualized Noticings: Clustering, Contrasts, the Self, and the Other |
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106 | (3) |
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5.6.3 Recontextualizing as Modeling the Past and the Future |
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109 | (4) |
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113 | (8) |
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5.7.1 Projectivity and Transitional Othering |
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113 | (2) |
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5.7.2 Transitional Othering as Critical Discourse |
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115 | (6) |
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6 Computational Heterogeneity and Teacher Voice |
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121 | (44) |
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121 | (1) |
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122 | (6) |
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6.2.1 Computational Heterogeneity and Science Education |
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122 | (2) |
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6.2.2 Discourse and Teacher Voice in Educational Computing |
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124 | (2) |
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6.2.3 Norms and the Culture of Modeling |
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126 | (2) |
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6.3 The Setting: Emma's Classrooms in Year 1 and Year 2 |
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128 | (1) |
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6.4 The Learning Activities |
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128 | (3) |
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131 | (2) |
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6.6 Year 1: Voicing Code Using Circulating References |
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133 | (14) |
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6.6.1 Vignette 1: Squares, Loops, and Multiplicative Reasoning |
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133 | (2) |
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6.6.2 Vignette 2: Loops, Turns, and Closed Shapes |
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135 | (5) |
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6.6.3 Vignette 3: Mathematically Grounding Scientific Code |
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140 | (7) |
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6.7 Growth in Computational Thinking in Year 1 |
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147 | (1) |
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6.8 Continuity, Heterogeneity, and Multivoicing as Emergent Tensions in Year 1 |
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148 | (2) |
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6.9 Year 2: Amplifying Transformations across Circulating References |
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150 | (7) |
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6.9.1 Vignette 1: Watching Videos, Noticing Error, and Modeling with Loops |
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150 | (2) |
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6.9.2 Vignette 2: Flagging Videos and Modeling Friction |
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152 | (5) |
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6.10 Growth in Students' Computational Expressivity in Year 2 |
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157 | (2) |
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6.11 Epilogue: Coding as Circulating Reference |
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159 | (6) |
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7 Coding as Aesthetic Experience |
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165 | (26) |
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7.1 Aesthetic Experience and Views from the Margin |
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165 | (2) |
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7.2 Countering Pedagogical Homogeneity and Disciplinary Masculinity |
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167 | (4) |
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7.3 Case 1: Shenice's Cross |
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171 | (8) |
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7.3.1 Shenice's First Cross |
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172 | (1) |
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7.3.2 The Cross as a Model of Constant Speed |
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173 | (1) |
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7.3.3 Modeling Constant Acceleration |
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174 | (2) |
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176 | (3) |
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7.4 Case 2: Ariana and Matt's "Thomas" |
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179 | (5) |
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179 | (1) |
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7.4.2 Care and Humor in Drawing "Thomas" |
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180 | (3) |
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183 | (1) |
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7.5 Epilogue: A Critical Aesthetics of Coding |
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184 | (7) |
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8 Computational Heterogeneity: A Radical Reflection |
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191 | (20) |
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8.1 Computational Heterogeneity: A View beyond Binaries |
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191 | (2) |
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8.2 Advancing Critical Phenomenology |
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193 | (2) |
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8.3 Forms of Computational Heterogeneity |
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195 | (6) |
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8.3.1 Perspectival Heterogeneity in Coding Science |
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195 | (1) |
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8.3.2 Experiencing Abstractions as Recontextualization |
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196 | (1) |
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8.3.3 Alterity and Addressivity in Computational Design |
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197 | (1) |
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8.3.4 Mathematizing: Computational Heterogeneity and Teacher Voice |
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198 | (1) |
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8.3.5 Relational Work: A Critical Aesthetics of Coding |
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199 | (1) |
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8.3.6 Voicing Code as Transitional Othering and Recontextualization |
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200 | (1) |
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8.4 Epilogue: Lessons for Avoiding Technocentrism |
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201 | (10) |
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8.4.1 Lesson 1: Worldliness Beyond Microworlds (and Microcontrollers) |
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202 | (2) |
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8.4.2 Lesson 2: Data as Trouble |
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204 | (1) |
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8.4.3 Lesson 3: Code as a Boundary Layer |
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205 | (6) |
| Index |
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211 | |
Lisainfo e-raamatute kohta