Call for papers special issue UTE 2022
UTE Teaching & Technology invites original manuscripts for a special issue titled:
Creativity, problem solving and computational thinking in formal and informal educational settings
Educational robotics practices and related activity in the schools have increased in the primary and secondary schools within the last decade. In this special issue of the UTE Teaching & Technology Journal we will consider empirical studies in which the educational robotic practices or other computational thinking development activities are analyzed within the lens of creative processes, problem solving or computational thinking.
To be considered for the special issue, manuscripts should take the in the following considerations:
- Studies should be empirical, developed in formal or informal educational settings.
- Meta-reviews could be also considered for publication
- Studies could consider creativity, problem solving and computational thinking, or focus on one of these competencies.
- The studies could focus on the learner’s perspective or the teachers’ perspective.
- The study should take into account the international literature in the topic and provide the specific educational context of the empirical study to facilitate an international readership of UTE to contextualize the study.
The manuscripts can be written in English or Spanish, andshould be original; and can be accepted for publication if they have not been published before, nor submitted for review to other scientific journals.
UTE Teaching & Technology Journal is a scientific journal published twice a year by the ARGET research group of the department of Pedagogy in Rovira i Virgili University of Tarragona. It is an open access journal reviewed by experts. Its main thematic line is educational research. Its main objective is to contribute to the development of the Sciences of Education and to promote the dissemination of new methodologies and approaches to the teaching and learning of science, responding to the challenges of 21st century society. To ensure the publication of quality articles, the journal applies a rigorous editorial process and follows the Open Journal System (OJS) model that supports the open access academic publication.
Indexed: DICE, CIRC, CARHUS+2014, DIALNET, Latindex.
Further instructions for submission of manuscripts:
Inquiries can be sent to the special issue editors:
Full Professor. LINE, Université Côte d’Azur. France.
Margarida Romero is a full professor at Université Côte d´Azur in France and an associate professor at Université Laval in Canada. After starting her career at the Universitat Autonoma de Barcelona where she was awarded the best doctoral thesis in psychology, she continued her career in Canada and France, where she set up the Laboratoire d’Innovation et Numérique pour l’Education (LINE), a research unit in the learning sciences. His research focuses on the study of transversal competencies, particularly in relation to computational thinking and creative problem solving.More information about Margarida’s publications and work on her website https://margaridaromero.me/
Full professor, Université de Moncton, Canada
Viktor Freiman, full professor at the Faculty of Educational Sciences, Université de Moncton, New Brunswick, Canada, Ph. His research is focused on innovations in mathematics education, use of digital technology, problem solving, giftedness and creativity, from inter- and trans-disciplinary perspective.
Research Director. Inria Mnemosyne team. France.
Thierry Viéville currently works at National Institute for Research in Computer Science and Control (INRIA). His research program is based on the assumption that for biological or artificial systems, the capabilities and performances of perceptual mechanisms are improved by the use of parametric adaptive mechanisms. He is now co-developing the Artificial Intelligence Devoted to Education (AIDE) exploratory action, aiming at exploring to what extent approaches or methods from cognitive neuroscience, linked to machine learning and knowledge representation, could help to better formalize human learning as studied in educational sciences, focusing on learning computational thinking.
Sara Gil Gallen
Postdoc LINE, Université Côte d’Azur. France.
Sara Gil Gallen is postdoc in the ANR CreaMaker project at Laboratoire d’Innovation et Numérique pour l’Education (LINE) in Université Côte d’Azur. I contributed to the ANR research project GrlCRiS ("Green Innovation: Creativity, Risk and Social context"), in the framework of creativity. The main purpose of her research is studying the cooperative behavior of the subjects including creativity, experimental economics, game theory, and decision theory. In the ANR CreaMaker project she develops a study on the relation between Tolerance to Ambiguity to divergent thinking in educational robotics.
Opening Call for papers: 1st of March 2022
Deadline: 30th of July 2022
Feedback: 30th of September 2022
Publication: 1st of December 2022