Curriculum and Course Syllabi for a High-School CS Program

Gal‐Ezer, Judith; Harel, David

doi:10.1076/csed.9.2.114.3807

Cited by 85 publications

(38 citation statements)

References 3 publications

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“…Od konce devadesátých let funguje výuka informatiky na Izraelských středních školách (4,5). Naopak čerstvý vývoj můžeme sledovat na Novém Zélandu (6) a ve Spojeném Království (7).…”

Section: úVodunclassified

Teaching Efficiency of Algorithms on Czech Grammar Schools

Lessner¹

2013

JTIE

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Abstract:The contribution introduces partial results of experimental computer science education on Czech grammar schools (general secondary education, students are 15-19 years old). Informatics on our grammar schools aims on user skills and misses the scientific aspects, while computer science seems to be promising regarding main educational goals on grammar schools, mainly the key competence to solve problems. Our research is based on the idea of teaching computer science on par with traditional science subjects, such as physics or biology. We have developed an experimental course program and tested it on a group of grammar school students in Prague. In this contribution we describe the Efficiency chapter and its educational results. If the educational goals are set appropriately, even this abstract and demanding topic can be included into grammar school curriculum.Key words: computer science, algorithm complexity, experimental teaching. VÝUKA EFEKTIVITY ALGORITMŮ NA GYMNÁZIÍCHResumé: Příspěvek uvádí dílčí výsledky experimentální výuky informatiky na gymnáziích. Výuka informatiky na gymnáziích se zaměřuje především na uživatelské dovednosti a pomíjí vědní stránku informatiky. Přitom z hlediska cílů gymnaziálního vzdělávání se informatika jeví jako slibná oblast, především v souvislosti s klíčovou kompetencí k řešení problémů. Náš výzkum vychází z představy výuky informatiky jako vědecké disciplíny vedle ostatních tradičních vědních předmětů, jako jsou fyzika nebo biologie. Sestavili jsme odpovídající program výuky a otestovali ho na skupině žáků jednoho pražského gymnázia. V tomto příspěvku uvádíme podrobnější popis modulu zaměřeného na problematiku efektivity a výsledky jeho výuky. Ukazuje se, že při vhodném nastavení vzdělávacích cílů je možné i toto poměrně abstraktní a náročné téma do gymnaziální výuky úspěšně zařadit.Klíčová slova: teoretická informatika, složitost algoritmů, experimentální výuka.

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Section: úVodunclassified

Teaching Efficiency of Algorithms on Czech Grammar Schools

Lessner¹

2013

JTIE

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“…(Bergin, 2000;Bucci, Heym, Long, & Weide, 2002;Hansen, & Kristensen, 2008;Ragonis, & Ben-Ari, 2005a, 2005b. Like other researchers (Gal-Ezer & Harel, 1999;Reinfelds, 1995), the authors of this paper believe that students should become acquainted with different paradigms in order to acquire alternative ways of computational thinking (Wing, 2006) and various approaches for problem solving. This paper illuminates two different, though strongly related paradigms: object-oriented programming (OOP) and logic programming (LP).…”

Section: Introductionmentioning

confidence: 99%

“…Educators debate about the roles of programming paradigms in teaching CS (Gal-Ezer & Harel, 1999;Reinfelds, 1995;Stollin & Hazzan, 2007;White & Sivitanides, 2005). Studies have dealt with questions such as: What skills are required from the learners in each paradigm?…”

Section: Introductionmentioning

confidence: 99%

So Different Though So Similar? – Or Vice Versa? Exploration of the Logic Programming and the Object-Oriented Programming Paradigms

Haberman¹,

Ragonis

2010

IISIT

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Computer science (CS) curricula are composed of various study modules, each of which focuses on particular contents, concepts, principles, and associated problem-solving methods. Developers of CS curricula recommend that students become acquainted with different programming paradigms in order to acquire alternative ways of computational thinking and various approaches for problem solving. In this paper, we illuminate two different though related paradigms: objectoriented programming and logic programming. We present and discuss the findings of a comparative study aimed at revealing similarities and dissimilarities between object oriented programming and logic programming in the context of problem-solving approaches and conclude with guidelines for instructional design of a study track that combines both paradigms.

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“…Thus, the adaptation of the MDS configuration with dimensionality 2 to the raw data can be assessed as being acceptable after a comparison with the simulation results from Borg and Groenen (2005, chapter 3). For the interpretation of the dimensions of the MDS configuration, reference is made to the data set in Figure 1, for one, and to the relevant literature on computer science education, for another (Nievergelt, 1980(Nievergelt, , 1990Schwill, 1994;Gal-Ezer & Harel, 1999;Tucker et al, 2003Tucker et al, , 2006Denning, 2003;GI, 2008;Zendler & Spannagel, 2008).…”

Section: Figure 2 Mds Configuration Of Content Conceptsmentioning

confidence: 99%

Educational measures to computer science concepts: Degree of process-related coverage and degree of educational accessibility

Zendler¹

2016

IJRSC

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This article presents two measures to assess computer science content concepts from an educational point of view. The two measures are the degree of process-related coverage and the degree of educational accessibility. While the degree of process-related coverage determines the significance of process concepts for content concepts, the degree of educational accessibility can be understood as the degree to which content concepts are built upon other content concepts. The application of the two measures demonstrates how computer science content concepts can be semantically positioned so that conclusions can be drawn for their application in competence-oriented computer science education.

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Curriculum and Course Syllabi for a High-School CS Program

Cited by 85 publications

References 3 publications

Teaching Efficiency of Algorithms on Czech Grammar Schools

Teaching Efficiency of Algorithms on Czech Grammar Schools

So Different Though So Similar? – Or Vice Versa? Exploration of the Logic Programming and the Object-Oriented Programming Paradigms

Educational measures to computer science concepts: Degree of process-related coverage and degree of educational accessibility

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