Constructivity In Computer Science
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Computer Science Education in the 21st Century
Author: Tony Greening
language: en
Publisher: Springer Science & Business Media
Release Date: 2012-12-06
The world is experiencing unprecedented rapidity of change, originating from pervasive technological developments. These developments are fundamentally reliant on the changing face of computing. Computers are a near-ubiquitous feature on the modern social landscape. Such ubiquity enables rapid propagation of changes emerging from within computing as a family of disciplines. What, then, is the relevance of such changes to education of future computer professionals and computer scientists? This book considers the effects of such rapid change from within computing disciplines, by allowing computing educationalists to deliver a considered verdict on the future of their discipline. The targeted future, the year 2020, was chosen to be distant enough to encourage authors to risk being visionary, while being close enough to ensure some anchorage to reality. The result is a scholarly set of contributions expressing the visions, hopes, concerns, predictions and analyses of trends of the future of a discipline that continues to impact greatly on the wider community. One of the interesting aspects of asking people to consider the future is the extent to which it ultimately sheds light on the present; this concept is explored by the editor in his review of the contributions as a whole.
Guide to Teaching Computer Science
Author: Orit Hazzan
language: en
Publisher: Springer Science & Business Media
Release Date: 2011-04-23
This guide presents both a conceptual framework and detailed implementation guidelines for general computer science (CS) teaching. The content is clearly written and structured to be applicable to all levels of CS education and for any teaching organization, without limiting its focus to instruction for any specific curriculum, programming language or paradigm. Features: presents an overview of research in CS education; examines strategies for teaching problem-solving, evaluating pupils, and for dealing with pupils’ misunderstandings; provides learning activities throughout the book; proposes active-learning-based classroom teaching methods, as well as methods specifically for lab-based teaching; discusses various types of questions that a CS instructor, tutor, or trainer can use for a range of different teaching situations; investigates thoroughly issues of lesson planning and course design; describes frameworks by which prospective CS teachers gain their first teaching experience.
The Psychology of Learning Science
Focusing on the teaching and learning of science concepts at the elementary and high school levels, this volume bridges the gap between state-of-the-art research and classroom practice in science education. The contributors -- science educators, cognitive scientists, and psychologists -- draw clear connections between theory, research, and instructional application, with the ultimate goal of improving science teachers' effectiveness in the classroom. Toward this end, explicit models, illustrations, and examples drawn from actual science classes are included.