GenerationAI_IO1_Pedagogical Framework

www.generation-ai.eu/ The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2020-1- NL01-KA201-064712] Rich, K.M., Spaepen, E., Strickland, C., & Moran, C. (2020). Synergies and differences in mathematical and computational thinking: implications for integrated instruction. Interactive Learning Environments , 28 (3), 272–283 . ttps://doi-org.proxy- ub.rug.nl/10.1080/10494820.2019.1612445 Schwarz, B. B., Prusak, N., Swidan, O., Livny, A., Gal, K., & Segal, A. (2018). Orchestrating the emergence of conceptual learning: A case study in a geometry class. International Journal of Computer- Supported Collaborative Learning , 13 (2), 189-211. Sung, H.-Y., Hwang, G.-J., Wu, P.-H., & Lin, D.-Q. (2018). Facilitating deep-strategy behaviors and positive learning performances in science inquiry activities with a 3d experiential gaming approach. Interactive Learning Environments , 26 (8), 1053–1073. https://doi.org/10.1080/10494820.2018.1437049 Zawacki-Richter, O., Marín Victoria I, Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education - where are the educators? International Journal of Educational Technology in Higher Education , 16 (1), 1–27. https://doi.org/10.1186/s41239-019-0171-0 Waterman, K.P., Goldsmith, L., & Pasquale, M. (2019). Integrating computational thinking into elementary science curriculum: an examination of activities that support students’ computational thinking in the service of disciplinary learning. Journal of Science Education and Technology , 1-12 , 1–12. https://doi.org/10.1007/s10956-019-09801-y