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Index
Cover
Title Page
Copyright
Table of Contents
List of Figures
List of Tables
Acknowledgments
1. Beyond Technocentrism: Coding as Experience
1.1. Setting the Stage
1.2. A Two-Part Argument against Technocentrism
1.3. Toward a Critical Phenomenology of Coding
1.3.1. The Phenomenological Turn: Beyond Symbolic Generalizability
1.3.2. Critical and Historical Concerns
1.4. Epilogue: Notes on Situatedness, Epistemology, and Methodology
2. A Dialogical Imagination of Coding in STEM
2.1. Motivation: From Situatedness to Computational Heterogeneity
2.2. Voicing Code in STEM: A Dialogical Imagination
2.2.1. The Anchor: Voice as Heterogeneity
2.2.2. Dialogical Lenses for Modeling Heterogeneity
2.3. Epilogue: In Defense of Heterogeneity
2.3.1. A Critique of Authoritarian Voice
2.3.2. A Turn Toward Critical Phenomenology
3. Coding and Modeling as Perspectival Work
3.1. Introduction
3.2. Background: Role of Perspectives in Agent-Based Computing
3.3. The Context
3.4. Unit of Analysis: Perspectives
3.5. Episode 1: Shift to the Agent Perspective
3.6. Episode 2: Teaching as Perspectival Prompts
3.7. Episode 3: Teaching as Perspectival Comparisons
3.8. Episode 4: Meaning as Perspectival Coherence
3.9. Reflections
3.9.1. Coding Science as Perspectival Thinking
3.9.2. Theory into Action: Implications for Design
3.10. Epilogue: Role of Perspectives beyond the Agent-Based Paradigm
4. Addressivity in Computational Design
4.1. Beyond Individualist Notions of Competence
4.2. From Artifacts to Utterances: Intersubjectivity, Addressivity, and Publicness
4.3. Being in the World and Designing for Others
4.3.1. Intersubjectivity and Collaboration
4.3.2. Addressivity in Designing for Authentic Users
4.4. The Study
4.4.1. The Setting
4.4.2. The Sequence of Activities
4.4.3. Data and Analysis
4.5. Finding: The Shift from Being the User to Being “with” the User
4.5.1. Being the User (UT1)
4.5.2. The Heterogeneity of Trouble
4.5.3. Being with the User (UT2)
4.5.4. User Guides as Computational Utterances
4.6. Epilogue: Publicness and the Computational Utterance
5. Recontextualization and Transitional Othering
5.1. Sociopolitical Emergence and the Need for a Critical Computing Education
5.2. What Does Ethnocentrism Model?
5.2.1. Amplifications and Omissions
5.2.2. Learning with Flawed Models
5.3. Deeper into Modeling Ethnocentrism
5.3.1. Abstractions in Coding Ethnocentrism
5.3.2. Ethnocentrism as Emergence
5.4. Grounding Computational Emergence Critically
5.4.1. Abstractions as Recontextualization: A View from Computational Science
5.4.2. Recontextualization as Transitional Othering
5.5. Designing for Transitional Othering
5.5.1. Setting and Tools
5.5.2. Analysis
5.6. The Experience of Recontextualization and Transitional Othering
5.6.1. Early Noticings: The Dominance of Ethnocentrism
5.6.2. Recontextualized Noticings: Clustering, Contrasts, the Self, and the Other
5.6.3. Recontextualizing as Modeling the Past and the Future
5.7. Discussion
5.7.1. Projectivity and Transitional Othering
5.7.2. Transitional Othering as Critical Discourse
6. Computational Heterogeneity and Teacher Voice
6.1. Introduction
6.2. Background
6.2.1. Computational Heterogeneity and Science Education
6.2.2. Discourse and Teacher Voice in Educational Computing
6.2.3. Norms and the Culture of Modeling
6.3. The Setting: Emma’s Classrooms in Year 1 and Year 2
6.4. The Learning Activities
6.5. Data and Analysis
6.6. Year 1: Voicing Code Using Circulating References
6.6.1. Vignette 1: Squares, Loops, and Multiplicative Reasoning
6.6.2. Vignette 2: Loops, Turns, and Closed Shapes
6.6.3. Vignette 3: Mathematically Grounding Scientific Code
6.7. Growth in Computational Thinking in Year 1
6.8. Continuity, Heterogeneity, and Multivoicing as Emergent Tensions in Year 1
6.9. Year 2: Amplifying Transformations across Circulating References
6.9.1. Vignette 1: Watching Videos, Noticing Error, and Modeling with Loops
6.9.2. Vignette 2: Flagging Videos and Modeling Friction
6.10. Growth in Students’ Computational Expressivity in Year 2
6.11. Epilogue: Coding as Circulating Reference
7. Coding as Aesthetic Experience
7.1. Aesthetic Experience and Views from the Margin
7.2. Countering Pedagogical Homogeneity and Disciplinary Masculinity
7.3. Case 1: Shenice’s Cross
7.3.1. Shenice’s First Cross
7.3.2. The Cross as a Model of Constant Speed
7.3.3. Modeling Constant Acceleration
7.3.4. Analytic Summary
7.4. Case 2: Ariana and Matt’s “Thomas”
7.4.1. Setting the Stage
7.4.2. Care and Humor in Drawing “Thomas”
7.4.3. Analytic Summary
7.5. Epilogue: A Critical Aesthetics of Coding
8. Computational Heterogeneity: A Radical Reflection
8.1. Computational Heterogeneity: A View beyond Binaries
8.2. Advancing Critical Phenomenology
8.3. Forms of Computational Heterogeneity
8.3.1. Perspectival Heterogeneity in Coding Science
8.3.2. Experiencing Abstractions as Recontextualization
8.3.3. Alterity and Addressivity in Computational Design
8.3.4. Mathematizing: Computational Heterogeneity and Teacher Voice
8.3.5. Relational Work: A Critical Aesthetics of Coding
8.3.6. Voicing Code as Transitional Othering and Recontextualization
8.4. Epilogue: Lessons for Avoiding Technocentrism
8.4.1. Lesson 1: Worldliness Beyond Microworlds (and Microcontrollers)
8.4.2. Lesson 2: Data as Trouble
8.4.3. Lesson 3: Code as a Boundary Layer
Index
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