From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education
Kafai, Y. B., Proctor, C., & Lui, D. (2019). From Theory Bias to Theory Dialogue: Embracing Cognitive, Situated, and Critical Framings of Computational Thinking in K-12 CS Education. Proceedings of the 2019 ACM Conference on International Computing Education Research, pp. 101–109.