| dc.contributor.author | CURZON, P | en_US |
| dc.contributor.author | Bell, T | en_US |
| dc.contributor.author | Waite, JL | en_US |
| dc.contributor.author | DORLING, M | en_US |
| dc.contributor.editor | Fincher, S | en_US |
| dc.contributor.editor | Robins, A | en_US |
| dc.date.accessioned | 2019-04-24T13:12:21Z | |
| dc.date.issued | 2019-02-21 | en_US |
| dc.identifier.isbn | 1108755704 | en_US |
| dc.identifier.isbn | 9781108755702 | en_US |
| dc.identifier.other | 17 | |
| dc.identifier.other | 17 | |
| dc.identifier.other | 17 | en_US |
| dc.identifier.uri | https://qmro.qmul.ac.uk/xmlui/handle/123456789/57010 | |
| dc.description.abstract | In 2009, Godfrey and Hadgraft declared that engineering education research was “coming of age.” That is, it was reaching a state of maturity. Similarly, with the publication of this Handbook, we authors declare that computing education ... | en_US |
| dc.format.extent | 513 - 546 (33) | en_US |
| dc.publisher | Cambridge University Press | en_US |
| dc.relation.ispartof | The Cambridge Handbook of Computing Education Research | en_US |
| dc.subject | Education | en_US |
| dc.title | Computational Thinking | en_US |
| dc.type | Book chapter | |
| dc.rights.holder | © Cambridge University Press 2019 | |
| pubs.notes | No embargo | en_US |
| pubs.publisher-url | https://www.cambridge.org/gb/academic/subjects/psychology/educational-psychology/cambridge-handbook-computing-education-research?format=PB&isbn=9781108721899 | en_US |
| rioxxterms.funder | Default funder | en_US |
| rioxxterms.identifier.project | Default project | en_US |
