A case study of undergraduate engineering students' computational literacy and self-beliefs about computing in the context of authentic practices
作者：
Highlights：
• Students exposed an ‘authentic’ programming course, increased their control appraisals.
• Students exposed to the computational modules reported increased control appraisals.
• Most students increased their disciplinary knowledge when using the configuring approach.
• Students exposed the ‘authentic’ course benefitted from the programming and configuring approach.
摘要
•Students exposed an ‘authentic’ programming course, increased their control appraisals.•Students exposed to the computational modules reported increased control appraisals.•Most students increased their disciplinary knowledge when using the configuring approach.•Students exposed the ‘authentic’ course benefitted from the programming and configuring approach.
论文关键词：Computational literacy,Self-beliefs,Modeling and simulation practices,Anchored instruction
论文评审过程：Received 13 January 2016, Revised 4 March 2016, Accepted 8 March 2016, Available online 25 March 2016, Version of Record 25 March 2016.
论文官网地址：https://doi.org/10.1016/j.chb.2016.03.025
