Technology Comprehension — Combining computing, design, and societal reflection as a national subject

Developing a Taxonomy Concerning Physical Existing Makerspaces in and Used by Schools

“…Based on the literature findings a taxonomy concerning physical existing makerspaces in and used by schools was established as can be seen in Table 1: Taxonomy concerning physical existing makerspaces in and used by schools. Six of nine identified publications on school makerspaces did not specify the physical space where the making activity took place but concentrated on other aspects [1,6,13,16,21,35]. Chu et al considered the "Maker experience in a formal education-al context" [6] as very complex regarding institutional structures, environmental factors and social dynamics whereas Hsu in her work on tourism education described the role of lecturers in makerspace education with the words "co-creators of knowledge alongside students" [21].…”

“…Technology Comprehension is the name of a new subject in Denmark´s curricula with a very strong makerspace affiliation. It includes "computing skills, design and development of a digital solutions and the evaluation of these solutions, including a socio-political context" [35] but does not define the physical teaching space. Saorín et al name makerspaces of the High School of Sierra Vista de La Puente, in California, and of the high school of Monticello, in Charlottesville, Virginia, but do not to give further information to answer the research questions in detail.…”

“…[…] In general, the skills of creating and innovating can have a broad impact on students' lifelong learning and ultimately for education and society." [34] The importance of these competences was recognized by politics and so making is already emerging in some curricula [13,35].…”

Re-defining Characteristics of a Design Protagonist – Elements of Children’s Design Capital

“…However, no method was proposed on how to teach CT built on children's funds of knowledge. Some studies argue that CT plays a key role in enhancing children's digital literacy (Tuhkala et al 2019;Troiano et al 2019) and that including game design practices in a constructionist learning environment lead to CT development in children (Apostolellis et al 2014;Soleimani et al 2016;Troiano et al 2019;Troiano et al 2020). Furthermore, it is reported that the utilization of spatial thinking tools in design activities nurtures children's CT skills (Soleimani et al 2016).…”

Educação e fake news: construindo convergências

“…somente dois(TUHKALA et al, 2019;LAMBRECHTS et al, 2018) se concentraram na convergência entre educação e fake news. Por sua vez, na análise das palavras-chave, confirmaram-se as diferentes áreas que permeiam o entendimento das fake news apontando para possibilidade de integração com a educação tema que pretendemos aprofundar em outros estudos.CONCLUSÃOO presente artigo, cujo objetivo foi compreender a relação entre educação e fake news, a partir da constituição de rede de autores e rede de palavras-chave, identificando as possíveis convergências e perspectivas que possam ampliar a relação entre esses campos de estudo, por m o um stu o b bl om trico das produções acadêmicas desenvolvidas no período de 2013 a 2019, disponíveis no repositório Science Direct, expressou a necessidade de estender os estudos sobre essa temática.…”