Guide to teaching computer science: an activity-based approach
Gespeichert in:
| Beteiligte Personen: | , , |
|---|---|
| Format: | Buch |
| Sprache: | Englisch |
| Veröffentlicht: |
London ; Heidelberg [u.a.]
Springer
2014
|
| Ausgabe: | 2. ed. |
| Schlagwörter: | |
| Links: | http://deposit.dnb.de/cgi-bin/dokserv?id=4789514&prov=M&dok_var=1&dok_ext=htm http://www.springer.com/de/book/9781447166290 http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=028354771&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
| Umfang: | XXIV, 296 S. Ill., graph. Darst. |
| ISBN: | 1447166299 9781447166290 |
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| 100 | 1 | |a Hazzan, Orit |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Guide to teaching computer science |b an activity-based approach |c Orit Hazzan ; Tami Lapidot ; Noa Ragonis |
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Datensatz im Suchindex
| _version_ | 1819331436064276480 |
|---|---|
| adam_text | 1 Introduction—What Is this Guide About?............................ 1
1.1 Introduction.................................................... 1
1.2 Motivation for Writing this Guide............................... 2
1.3 MTCS Course..................................................... 3
1.3.1 MTCS Course Overview.................................... 3
1.3.2 Course Population..................................... 5
1.3.3 Course Objectives........................................ 6
1.3.4 Recommended Teaching Methods Used
in the MTCS Course . ................................. 6
1.4 The Structure of the Guide to Teaching Computer Science......... 7
1.4.1 Guide Structure and Organization......................... 7
1.4.2 The Content of the Guide Chapters..................... 8
1.5 How to Use the Guide?.......................................... 11
1.5.1 Instructors of the MTCS Course........................ 11
1.5.2 The Prospective Computer Science Teachers
Enrolled in the MTCS Course............................. 13
1.5.3 Computer Science Instructors in the University.......... 13
1.5.4 Instructors of In-Service Teachers’ Professional
Development Programs.................................... 13
1.5.5 High School Computer Science Teachers................... 13
References.......................................................... 14
2 Active Learning and Active-Learning-Based Teaching Mode! . ........ 15
2.1 Introduction................................................... 15
2.2 Active Learning................................................ 16
2.3 Why Active Learning Is Suitable for Implementation
in the MTCS Course?............................................ 17
2.4 Active-Learning-Based Teaching Model........................... 19
2.5 The Role of the Instructor in the Active-Learning-Based
Teaching Model................................................. 20
References......................................................... 21
xix
xx Contents
3 Overview of the Discipline of Computer Science........................ 23
3.1 Introduction..................................................... 23
3.2 What Is Computer Science?........................................ 24
3.3 History of Computer Science...................................... 28
3.4 Computer Scientists.............................................. 30
3.5 Social Issues of Computer Science............................., 31
3.5.1 Ethics in Computer Science Education...................... 32
3.5.2 Diversity................................................. 33
3.5.3 Soft Skills............................................. 35
3.6 Programming Paradigms.......................................... 38
3.7 Computer Science Soft Ideas...................................... 42
3.7.1 What Are Computer Science Soft Ideas?..................... 42
3.7.2 Computer Science Soft Ideas in the MTCS Course............ 43
3.8 Computer Science as an Evolving Discipline....................... 49
3.9 Computer Science: An Integrated and Integral Part of Other
Disciplines..................................................... 51
References............................................................ 52
4 Research in Computer Science Education 4.............................. 55
4.1 Introduction................................................... 55
4.2 Research in Computer Science Education:
What is it and Why and How is it Useful?......................... 56
4.2.1 Computer Science Education Research Categories............ 56
4.2.2 Computer Science Education Research on Learning
and Teaching Processes.................................... 58
4.2.3 Resources for Computer Science Education Research. ..... 61
4.3 MTCS Course Activities........................................... 62
References............................................................ 70
5 Problem-Solving Strategies............................................ 75
5.1 Introduction. ................................................... 75
5.2 Problem-Solving Processes........................................ 76
5.3 Problem Understanding............................................ 78
5.4 Solution Design.................................................. 79
5.4.1 Defining the Problem Variables ........................... 79
5.4.2 Stepwise Refinement....................................... 82
5.4.3 Algorithmic Patterns...................................... 84
5.5 Debugging........................................................ 86
5.6 Reflection................................................... 89
References............................................................ 92
6 Learners’Alternative Conceptions...................................... 95
6.1 Introduction..................................................... 95
6.2 Pedagogical Tools for Dealing with Alternative Conceptions ...... 97
References........................................................... 104
Contents XXI
7 Teaching Methods in Computer Science Education.................. 105
7.1 Introduction.................................................. 105
7.2 Pedagogical Tools............................................. 106
7.2.1 Pedagogical Games...................................... 106
7.2.2 The CS-Unplugged Approach.............................. 110
7.2.3 Rich Tasks............................................. Ill
7.2.4 Concept Maps........................................... 116
7.2.5 Classification of Objects and Phenomena from Life.... 120
7.2.6 Metaphors............................................ 121
7.3 Different Forms of Class Organization......................... 124
7.4 Mentoring Software Project Development7....................... 129
References.................................. .................... 134
8 Lab-Based Teaching................................................. 137
8.1 Introduction.................................................. 137
8.2 What Is a Computer Lab?....................................... 139
8.3 Lab-First Approach............................................ 143
8.4 Visualization and Animation................................. 149
8.5 Using the Internet in the Teaching of Computer Science........ 158
References......................................................... 160
9 Types of Questions in Computer Science Education.................. 163
9.1 Introduction.................................................. 163
9.2 Types of Questions............................................ 165
9.2.1 Type 1. Development of a Solution...................... 166
9.2.2 Type2. Development a Solution That Uses a
Given Module........................................... 166
9.2.3 Type3. Tracing a Given Solution........................ 167
9.2.4 Type4. Analysis of Code Execution...................... 167
9.2.5 Type5. Finding the Purpose of a Given Solution......... 168
9.2.6 Type6. Examination of the Correctness of a
Given Solution......................................... 168
9.2.7 Type7. Completion of a Given Solution.................. 169
9.2.8 Type8. Instruction Manipulations....................... 170
9.2.9 Type9. Efficiency Estimation........................... 172
9.2.10 Type 10. Question Design............................... 172
9.2.11 Type 11. Programming Style Questions................... 173
9.2.12 Type 12. Transformation of a Solution.................. 173
9.2.13 Combining Several Types of Questions................... 174
9.3 Problem-Solving Questions..................................... 176
9.4 Kinds of Questions............................................ 178
9.4.1 Story Questions........................................ 178
9.4.2 Closed Questions....................................... 179
9.4.3 Unsolvable Questions................................... 181
xxn Contents
9.5 Assimilation of the Types of Questions to Different Computer
Science Contents............................................. 181
9.6 Question Preparation. ......................................... 182
References........................................................... 185
10 Assessment........................................................... 187
10.1 Introduction................................................... 187
10.2 Tests.......................................................... 191
10.3 Project Assessment............................................. 195
10.3.1 Individual Projects..................................... 196
10.3.2 Team Projects........................................... 196
10.4 Portfolio.................................................... 200
10.5 The Evaluation of the Students in the MTCS Course.............. 203
References .......................................................... 204
11 Teaching Planning.................................................... 207
11.1 Introduction................................................... 207
11.2 Top-Down Approach for Teaching Planning........................ 208
11.2.1 Broad Perspective: Planning the Entire Curriculum... 209
11.2.2 Intermediate Level Perspective:
Planning the Teaching of a Study Unit................. 209
11.2.3 Local Level Perspective: Planning a Lesson............ 210
11.2.4 Building Concept Understanding in a Spiral
Gradient Manner....................................... 210
11.3 Illustration: Teaching One-Dimensional Array................. 211
11.3.1 Planning the Teaching of a Study Unit about
One-Dimensional Array............................... 212
11.3.2 Planning the Teaching of the First Lesson
about One-Dimensional Array........................... 213
11.3.3 Illustration Summary.................................. 216
References........................................................... 219
12 Integrated View at the MTCS Course Organization:
The Case of Recursion................................................ 221
12.1 Introduction................................................. 221
12.2 Classification of Everyday Objects and Phenomena:
The Case of Recursion......................................... 223
12.3 Leap of Faith.................................................. 225
12.4 Models of the Recursive Process................................ 228
12.4.1 The Little People Model............................... 229
12.4.2 The “Top-Down Frames” Model........................... 232
12.5 Research on Learning and Teaching Recursion.................... 233
12.6 How Does Recursion Sound?...................................... 236
Contents _ xxm
12.7 Assessment.................................................... 238
12.8 Additional Activities......................................... 239
References.......................................................... 241
13 Getting Experience in Computer Science Education.................... 243
13.1 Introduction.................................................. 243
13.2 The Practicum in the High School.............................. 244
13.2.1 General Description................................... 244
13.2.2 The Practicum as a Bridge Between Theory
and Its Application................................... 245
13.3 Computer Science Teacher Training Within the Professional
Development School Collaboration Framework.................. 252
13.3.1 General Description and Main Objectives............... 252
13.3.2 Training Computer Science Prospective Teachers
Within the PDS . ..................................... 253
13.3.3 The Practice of Teaching Within the PDS............... 255
13.4 A Tutoring Model for Guiding Problems-Solving Processes..... 256
13.4.1 The Implementation of the Tutoring Model.............. 256
13.4.2 The Contribution of the Mentoring Model to
Prospective Computer Science Teachers Teaching
Experience............................................ 258
13.5 Practicum Versus Tutoring..................................... 259
References.......................................................... 260
14 Design of Methods of Teaching Computer Science Courses.............. 263
14.1 Perspectives on the MTCS Course............................... 263
14.2 Suggestions for MTCS Course Syllabi......................... 265
14.2.1 Course Structure...................................... 265
14.2.2 Course Syllabus....................................... 265
References.......................................................... 268
15 High School Computer Science Teacher Preparation Programs .... 269
15.1 A Model for High School Computer Science Education............ 269
15.1.1 Background............................................ 270
15.1.2 The Model Components and Their Amalgamation......... 270
15.1.3 Connections Among the Model Components................ 274
15.1.4 Comments About the Model.............................. 276
15.2 Construction of a Computer Science Teacher
Preparation Program—the ECSTPP Workshop....................... 276
15.2.1 Rationale............................................ 276
15.2.2 Population............................................ 276
15.2.3 Objectives.......................................... 277
15.2.4 Structure and Contents................................ 277
15.2.5 ECSTPP Workshop—Summary............................... 279
xxiv Contents
15.3 Computer Science Teaching as an Additional Profession.......... 279
15.3.1 Program Description and Rationale...................... 280
15.3.2 The Computer Science Education Track
of the Program......................................... 280
15.3.3 Computer Science Students’ Perspective
and Contribution................. ................... 281
References........................................................... 282
16 Epilogue............................................................. 285
Index
287
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| indexdate | 2024-12-20T17:23:29Z |
| institution | BVB |
| isbn | 1447166299 9781447166290 |
| language | English |
| lccn | 2014956392 |
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| spellingShingle | Hazzan, Orit Lapidot, Tami Ragonis, Noa Guide to teaching computer science an activity-based approach Informatik (DE-588)4026894-9 gnd Informatikunterricht (DE-588)4026898-6 gnd Fachdidaktik (DE-588)4123176-4 gnd |
| subject_GND | (DE-588)4026894-9 (DE-588)4026898-6 (DE-588)4123176-4 (DE-588)4123623-3 |
| title | Guide to teaching computer science an activity-based approach |
| title_auth | Guide to teaching computer science an activity-based approach |
| title_exact_search | Guide to teaching computer science an activity-based approach |
| title_full | Guide to teaching computer science an activity-based approach Orit Hazzan ; Tami Lapidot ; Noa Ragonis |
| title_fullStr | Guide to teaching computer science an activity-based approach Orit Hazzan ; Tami Lapidot ; Noa Ragonis |
| title_full_unstemmed | Guide to teaching computer science an activity-based approach Orit Hazzan ; Tami Lapidot ; Noa Ragonis |
| title_short | Guide to teaching computer science |
| title_sort | guide to teaching computer science an activity based approach |
| title_sub | an activity-based approach |
| topic | Informatik (DE-588)4026894-9 gnd Informatikunterricht (DE-588)4026898-6 gnd Fachdidaktik (DE-588)4123176-4 gnd |
| topic_facet | Informatik Informatikunterricht Fachdidaktik Lehrbuch |
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