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Publications by Arnold Pears

Refereegranskade

Artiklar

[1]
B. Chechan, E. Ampadu and A. Pears, "Effect of using Desmos on high school students’ understanding and learning of functions," Eurasia Journal of Mathematics, Science and Technology Education, vol. 19, no. 10, pp. em2331-em2331, 2023.
[8]
J. Buckley et al., "Framing the constructive alignment of design within technology subjects in general education," International journal of technology and design education, 2020.
[9]
A. N. Pears, "Developing Computational Thinking, "Fad" or "Fundamental"?," Constructivist Foundations, vol. 14, no. 3, pp. 410-412, 2019.
[10]
V. Isomottonen et al., "Searching for Global Employability : Can Students Capitalize on Enabling Learning Environments?," ACM Transactions on Computing Education, vol. 19, no. 2, 2019.

Konferensbidrag

[11]
S. Frezza et al., "Uncovering the Hidden Curriculum: Finding Dispositional Expectations," in 2023 IEEE Frontiers in Education Conference, FIE 2023 - Proceedings, 2023.
[12]
P. Niemela et al., "Computational Thinking - Forces Shaping Curriculum and Policy in Finland, Sweden and the Baltic Countries," in Digital transformation of education and learning - past, present and future, OCCE 2021, 2022, pp. 131-143.
[13]
E. Hartell, C. Kozma and A. Pears, "K-ULF : an agile model for participatory practitioner-based research in STEM education," in 11th Biennial International Design and Technology Teacher’s Association Research Conference (DATTArc). 7-10 Dec.2022. In collaboration with the International Conference on Technology Education (ICTE) – Asia Pacific, Technology Education New Zealand (TENZ), International Technology Engineering Education Association (ITEEA), and 2022 Venue Host, Southern Cross University, Gold Coast Campus, QLD. Editors: Adj. Prof. Kurt Seemann and Prof. P John Williams., 2022, pp. 1-3.
[14]
E. Hartell, C. Kozma and A. Pears, "K-ULF A Collaborative, Practitioner Research Model between School and Academia : Lessons learned," in Designing a better world through technological literacy for all.  : Proceedings for PATT39., 2022, pp. 122-133.
[15]
M. Apiola et al., "A Scientometric Journey Through the FIE Bookshelf : 1982-2020," in 2021 IEEE frontiers in education conference (FIE 2021), 2021.
[16]
M. Daniels, A. Pears and A. Nylen, "Inspiring Computational Thinking : a Science Fair Activity," in 2021 IEEE frontiers in education conference (FIE 2021), 2021.
[17]
E. Hartell et al., "K-ULF : Creating Research Synergy in the Interface Between School and the Academy," in PATT38 Book of Abstracts., 2021, pp. 27-28.
[18]
A.-K. Högfeldt et al., "Organizing for Capacity and Involvement Among Faculty, Students and Staff in Fingineering Education Change-10 Years of Development," in 2021 WORLD ENGINEERING EDUCATION FORUM/GLOBAL ENGINEERING DEANS COUNCIL (WEEF/GEDC), 2021, pp. 340-348.
[19]
A.-K. Högfeldt et al., "Organizing for Capacity and Involvement among Faculty, Students and Staff in Engineering Education Change : 10 Years of Development," in Proceedings of 2021 World Engineering Education Forum/Global Engineering Deans Council, WEEF/GEDC 2021, 2021, pp. 340-348.
[20]
A. Berglund, M. Daniels and A. Pears, "Through the eyes of a research team : Using theory to enhance STEM Education," in 6th International STEM Education Conference, iSTEM-Ed 2021, 2021.
[21]
A. Pears et al., "What Makes Computational Thinking so Troublesome?," in 2021 IEEE frontiers in education conference (FIE 2021), 2021.
[23]
A. Clear et al., "Designing Computer Science Competency Statements : A Process and Curriculum Model for the 21st Century," in Proceedings of the Working Group Reports on Innovation and Technology in Computer Science Education, ITiCSE 2020, 2020, pp. 211-246.
[24]
E. Pluskwik et al., "Determinants of initial training for engineering educators," in ASEE Annual Conference and Exposition, Conference Proceedings, 2020.
[25]
A. Clear et al., "Developing Competency Statements for Computer Science Curricula : The Way Ahead," in ITiCSE '20: Proceedings of the Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 2020, pp. 515-516.
[27]
L. Björlin Svozil, A. Pears and L. Gumaelius, "Portrayals of Technology Education in Swedish Upper Secondary Education," in 2020 IEEE Frontiers in Education Conference (FIE), 2020.
[28]
J. Buckley et al., "A comparison of swedish and Irish secondary students conceptions of engineers and engineering using the draw-an-engineer test," in ASEE Annual Conference and Exposition, Conference Proceedings, 2019.
[29]
J. Buckley et al., "Engineering education research methods to determine conceptions of engineers and of engineering," in 2019 UK and Ireland Engineering Education Research Network Spring Colloquium, 2019.
[30]
A. Pears et al., "Holistic STEAM Education Through Computational Thinking : A Perspective on Training Future Teachers," in Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics) : Informatics in Schools. New Ideas in School Informatics, 2019, pp. 41-52.
[31]
J. Buckley et al., "Investigating perceptions of intelligence as an approach to understanding female representation in technology and engineering education," in PATT2019: Developing a knowledge economy through technology and engineering education, 2019.
[32]
N. Seery, L. Gumaelius and A. N. Pears, "Multidisciplinary teaching : The emergence of an holistic STEM teacher," in Proceedings - Frontiers in Education Conference, FIE, 2019.
[33]
P. Pantzos et al., "On the role of industry contact on the motivation and professional development of engineering students," in Proceedings - Frontiers in Education Conference, FIE, 2019.
[34]
A.-K. Högfeldt et al., "Pedagogisk meritering på KTH - Samarbete, excellens och utbildningsinnovation," in Bidrag från 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar, 2019, pp. 76-81.
[35]
A. Doyle et al., "Theorising the role of engineering education for society : Technological activity in context?," in ASEE Annual Conference and Exposition, Conference Proceedings, 2019.
[36]
A. Pears et al., "When is Quality Assurance a Constructive Force in Engineering Education?," in Proceedings - Frontiers in Education Conference, FIE, 2019.
[37]
F. Alghamdi, A. N. Pears and A. Nylén, "Computer science teachers perspectives on competencies - A case study in the Kingdom of Saudi Arabia," in 11th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2018, Saint-Petersburg, Russia, 2018, pp. 129-140.
[38]
S. T. Frezza et al., "Crafting the Future of Computing Education in CC2020 : A Workshop," in ASEE Annual Conference and Exposition, Conference Proceedings, 2018.
[39]
L. Mannila, L.-Å. Nordén and A. N. Pears, "Digital Competence, Teacher Self-Efficacy and Training Needs," in Proceedings of the 2018 ACM Conference on International Computing Education Research, 2018, pp. 78-85.
[40]
S. Frezza et al., "Modeling global competencies for computing education," in ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education, 2018, pp. 348-349.
[41]
S. Frezza et al., "Modelling competencies for computing education beyond 2020 : A research based approach to defining competencies in the computing disciplines," in Annual Conference on Innovation and Technology in Computer Science Education, ITiCSE, 2018, pp. 148-174.
[42]
J. Impagliazzo and A. N. Pears, "The CC2020 Project - Computing Curricula Guidelines for the 2020s," in PROCEEDINGS OF 2018 IEEE GLOBAL ENGINEERING EDUCATION CONFERENCE (EDUCON) - EMERGING TRENDS AND CHALLENGES OF ENGINEERING EDUCATION, 2018, pp. 2021-2024.
[43]
A. Pears, V. Dagiene and E. Jasute, "Baltic and nordic K-12 teacher perspectives on computational thinking and computing," in 10th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2017, 2017, pp. 141-152.
[44]
L.-Å. Nordén, L. Mannila and A. N. Pears, "Development of a self-efficacy scale for digital competences in schools," in 2017 IEEE Frontiers in Education Conference (FIE), 2017.
[45]
A. N. Pears, M. Daniels and Å. Cajander, "The Archetype Learning Method : Scaffolding teamwork competences in the engineering classroom," in 2017 IEEE Frontiers in Education Conference (FIE), 2017.
[46]
S. Andersson and A. N. Pears, "The Impact of Academic Staff Development on Their Approach to Teaching and Learning," in ASEE Annual Symposium, 2017.
[47]
R. McDermott et al., "The authenticity of ’authentic’ assessment : Some faculty perceptions," in Proc. 47th ASEE/IEEE Frontiers in Education Conference :, 2017.
[49]
A. Nylén et al., "Why are we here? : Student perspectives on the goal of STEM higher education," in 2017 IEEE Frontiers in Education Conference (FIE), 2017.
[50]
A.-K. Peters and A. Pears, "Engagement in Computer Science and IT — What! : A matter of identity?," in Proc. 1st International Conference on Learning and Teaching in Computing and Engineering, 2013, pp. 114-121.

Kapitel i böcker

[51]
H. Isaksson Persson and A. Pears, "Chapter 6 Framing Computational Thinking and Digital Competence in Technology Education," in Programming and Computational Thinking in Technology Education : Swedish and International Perspectives, Jonas Hallström & Marc J. de Vries Ed., Leiden : Brill, 2023, pp. 103-129.

Icke refereegranskade

Artiklar

[52]
A. Pears, "From the Acting Editor-in-Chief," IEEE Transactions on Learning Technologies, vol. 15, no. 1, pp. 1-1, 2022.

Kapitel i böcker

[53]
A. Juškevičienė et al., "Computational Thinking Design Application for STEAM Education," in Studies in Computational Intelligence, : Springer Nature, 2023, pp. 1-26.
Senaste synkning med DiVA:
2024-04-07 01:23:31