By Orit Hazzan, Tami Lapidot, Noa Ragonis
This textbook offers either a conceptual framework and exact implementation instructions for desktop technological know-how (CS) educating. up-to-date with the most recent instructing methods and developments, and multiplied with new studying actions, the content material of this re-creation is obviously written and dependent to be acceptable to all degrees of CS schooling and for any instructing association. good points: presents a hundred and ten particular studying actions; experiences curriculum and cross-curriculum issues in CS; explores the advantages of CS schooling learn; describes options for cultivating problem-solving talents, for assessing studying tactics, and for facing scholars’ misunderstandings; proposes active-learning-based lecture room educating equipment, together with lab-based educating; discusses a variety of different types of questions CS teacher or coach can use for more than a few educating occasions; investigates completely problems with lesson making plans and path layout; examines the 1st box educating studies received by means of CS teachers.
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Extra resources for Guide to Teaching Computer Science: An Activity-Based Approach
Example text
The lesson ends with a discussion of whether the history of computer science is really that short. 4), or another lesson that explores how to integrate the history of computer science into the high school computer science curriculum. history. pdf. 5 30 3 Overview of the Discipline of Computer Science Activity 4: History of Computational Machines This activity focuses on the first computers. The students are asked to work in teams and to look for old computation machines. After the results of this searching process is briefly summarized in the class, each group explores one model/machine, addressing how it worked, how it fitted into the specific historical point of the development of computer science, and the computer scientist(s) that was/were involved it and contributed to its development.
Furthermore, a well-designed trigger exposes the students, while working on the trigger itself, to a rich and varied mix of computer science and pedagogical aspects. Throughout the model stages, this vast collection of ideas is discussed, elaborated, refined, and organized. Second Stage: Activity. In this stage, the students work on the trigger presented to them. This stage may be short, or it may be longer and take up the majority of the lesson. The specific period of time dedicated to this stage naturally depends on the kind of trigger used and on its educational objectives.
As mentioned before, the active-learning-based teaching model is used throughout this Guide in many opportunities to support the construction process of the prospective computer science teachers’ professional conception as computer science teachers. References Anderson R, Anderson R, Davis KM et al (2007) Supporting active learning and example based instruction with classroom technology. SIGCSE’07, Covington, Kentucky, USA, pp 69–73 Ben Ari M (2001) Constructivism in computer science education.