ABSTRACT Background and Context: in this paper, we argue that integrating Human-Computer Interaction (HCI) into K-12 computing education can present learners with opportunities to develop human-centered design skills as well as higher-order thinking skills. Objective: to address the issues related to the development of HCI forms of expertise, we introduce an approach, called embedded design, which extends cognitive apprenticeship methods. Method: we present case studies to illustrate the embedded design approach. Findings: six principles were drawn from the case studies, to inform the implementation of the embedded design approach. Three principles address learners as agents, actively participating in domain thinking processes, and three principles address facilitators as learning designers, orchestrating the co-construction of knowledge. Implications: embedded design provides concrete guidance for implementation to help learners to improve their own thinking processes and succeed in computing education fields, but more research is needed to extend what is known about these complex learning contexts.

中文翻译：

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嵌入式设计：让学生成为学习以人为本的设计实践的积极参与者

摘要背景和背景：在本文中，我们认为将人机交互 (HCI) 融入 K-12 计算教育可以为学习者提供发展以人为本的设计技能以及高阶思维技能的机会。目标：为了解决与开发 HCI 形式的专业知识相关的问题，我们引入了一种称为嵌入式设计的方法，它扩展了认知学徒制方法。方法：我们通过案例研究来说明嵌入式设计方法。结果：从案例研究中得出了六项原则，以指导嵌入式设计方法的实施。三项原则将学习者视为代理，积极参与领域思维过程，三项原则将促进者视为学习设计者，协调知识的共建。