A model for high school computer science education

HazzanOrit,; Gal-EzerJudith,; BlumLenore,

doi:10.1145/1352322.1352233

Cited by 36 publications

(27 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…2. Preparing school teachers to teach computer science: Hazzan et al [14] propose a model for high school computer science education, where our paper makes a contribution to 3 of the 4 key elements that they identify: teacher preparation, pedagogic research and curriculum development.…”

Section: Related Workmentioning

confidence: 99%

Teaching graph algorithms to children of all ages

Gibson

2012

Proceedings of the 17th ACM Annual Conference on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

We report on our experiences in teaching graph theory and algorithms to school children, aged 5 to 17. Our objectives were to demonstrate that children can discover quite complex mathematical concepts, and are able to work with abstractions and use computation reasoning from quite an early age. We provide details of our incremental approach, which can be used with students of a wide range of abilities. Also, we comment on the importance of problem based learning where the algorithms are presented as possible solutions to games or puzzles. Finally, we conclude with a number of important observations with regard to the introduction of computer science into schools.

show abstract

Section: Related Workmentioning

confidence: 99%

Teaching graph algorithms to children of all ages

Gibson

2012

Proceedings of the 17th ACM Annual Conference on Innovation and Technology in Computer Science Education

View full text Add to dashboard Cite

show abstract

“…It is a high school CS teacher preparation program that illustrates the model, suggested in [6,7], for the Israeli high school CS curriculum and it includes three main tiers: disciplinary studies, education and pedagogical studies, and pedagogical-disciplinary studies (for more details see [9,10]). …”

Section: Cs Teacher Preparationmentioning

confidence: 99%

STEM teaching as an additional profession for scientists and engineers

Hazzan

Ragonis

2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

Self Cite

View full text Add to dashboard Cite

The conference theme -"Leveraging Computing to Change Education" -focuses on the influence of computing on the way we educate at all levels. In this paper we highlight the conference theme from the perspective of computer science (CS) teacher preparation and describe the Views program, launched at the Technion -Israel Institute of Technology, two year ago. Views invites Technion graduates back to the Technion to study toward an additional bachelor's degree in the Department of Education in Science and Technology. The degree they earn includes a high school teaching certificate in one of eight tracks: math, physics, biology, chemistry, CS, environmental sciences, electrical engineering, and mechanical engineering. Views students receive full study scholarships and are not required to commit to work in the education system after graduation. In the paper, we (a) present the Views program; (b) analyze factors that motivate and demotivate CS graduates to enroll in the program; (c) describe the characteristics of students in the program and their contribution to the learning environments and (d) address hopes with respect to the expected future impact of the Views program on the education system in Israel in general and on CS education in particular.

show abstract

“…However it is obviously important not only to the teachers themselves, but to schools that either wish to employ them or be sure that their existing staff are qualified to deliver qualifications offered by the school. As the work on computer science education in schools in Israel showed [Hazzan et al 2008], an appropriate CS teaching qualification is an essential part of establishing a successful program in schools. We have this in place for new teachers, but not yet for teachers converting from ICT.…”

Section: Residual Issuesmentioning

confidence: 99%

Untitled

2014

TOCE

View full text Add to dashboard Cite

Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we detail how computer science declined in the UK, and the developments that led to its revitalisation: a mixture of industry and interest group lobbying, with a particular focus on the value of the subject to all school pupils, not just those who would study it at degree level. This rapid growth in the subject is not without issues, however: there remain significant forthcoming challenges with its delivery, especially surrounding the issue of training sufficient numbers of teachers. We describe a national network of teaching excellence which is being set up to combat this problem, and look at the other challenges that lie ahead.

show abstract

A model for high school computer science education

Cited by 36 publications

References 15 publications

Teaching graph algorithms to children of all ages

Teaching graph algorithms to children of all ages

STEM teaching as an additional profession for scientists and engineers

Untitled

Contact Info

Product

Resources

About