Incorporating system-level concepts into undergraduate embedded systems curricula

Ricks, Kenneth G.; Jackson, David Jeff

doi:10.1145/1534480.1534481

Cited by 10 publications

(5 citation statements)

References 12 publications

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“…The findings made in this study support the result discussed in the relevant literature, particularly specialties for computer science education postulated for school such as problem solving and algorithmic thinking (Fadi & McHugh, 2000;Muller & Haberman, 2008), system-level-perspective (Gal-Ezer & Zeldes, 2000;Ricks & Jackson, 2009), modeling (Mühling, Hubwieser, & Brinda, 2010).…”

Section: Discussionsupporting

confidence: 88%

Empirical Determination of Competence Areas to Computer Science Education

Zendler

Klaudt

Seitz

2014

Journal of Educational Computing Research

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The authors discuss empirically determined competence areas to K-12 computer science education, emphasizing the cognitive level of competence. The results of a questionnaire with 120 professors of computer science serve as a database. By using multi-dimensional scaling and cluster analysis, four competence areas to computer science education characterized by the degree of process-related coverage and educational accessibility can be defined: Information technology, computer communication and cooperation, model building, and software engineering. These competence areas consist of central content concepts of computer science (e.g., algorithm, system, and process) combined with central process concepts of computer science (e.g., analyzing, classifying, problem solving, and posing).

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Section: Discussionsupporting

confidence: 88%

Empirical Determination of Competence Areas to Computer Science Education

Zendler

Klaudt

Seitz

2014

Journal of Educational Computing Research

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show abstract

“…The results of this study support the relevant literature, particularly concerning problem solving and algorithmic thinking (Fadi & McHugh, 2001, Muller & Haberman, 2008, system-level-perspective (Gal-Ezer & Zeldes, 2000;Ricks & Jackson, 2009), modelling (Mühling, Hubwieser, & Brinda 2010). They can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many countries or currently in the state of revision, e.g., for England and Wales, Scotland, the USA, Israel, New Zealand, Germany, India, South Korea, Greece.…”

Section: International Journal Of Research Studies In Computingsupporting

confidence: 86%

Process-related competence areas to computer science education: An empirical determination

Seitz¹,

Zendler²

2014

IJRSC

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In this article empirically determined, process-related competence areas to computer science education at primary and secondary school levels are discussed. Based on the results of interviews with 120 professors of computer science and using multi-dimensional scaling and cluster analysis, six process-related competence areas to computer science education characterized by the degree of content-related coverage and educational accessibility can be defined: critical thinking, ordering, abstracting, problem solving, analyzing and collaborative construction. These competence areas consist of central process concepts of computer science (e.g., classifying, problem solving and posing) combined with central content concepts of computer science (e.g., algorithm, system, process).

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“…The results of this study support findings discussed in the literature-and especially the call for computer science education in schools to focus on specific core areas: problem solving and algorithmic thinking (Fadi & McHugh, 2001;Muller & Haberman, 2008); system-level perspective (Gal-Ezer & Zeldes, 2000;Ricks & Jackson, 2009); and linking theory and practice (Armoni & Gal-Ezer, 2007;Loidl, Müjlbacher, & Schaver, 2005;Pelleh, Haberman, Rosenthal, & English, 2008).…”

Section: Pre-service Teachers Of Computer Sciencesupporting

confidence: 84%

Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

Zendler

Klaudt

2012

Journal of Educational Computing Research

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The significance of computer science for economics and society is undisputed. In particular, computer science is acknowledged to play a key role in schools (e.g., by opening multiple career paths). The provision of effective computer science education in schools is dependent on teachers who are able to properly represent the discipline and whose in-depth knowledge of the subject encompasses recent advances in the research. This article examines the assessment of content and process concepts relevant for K-12 computer science education by computer science teachers and computer science professors. The findings show that computer science professors attach more importance to content concepts of computer science (e.g., algorithm, model, system) in terms of several process concepts (e.g., analyzing, problem solving, investigating) than computer science teachers. These results should be taken into account by training programs for both pre-service and in-service teachers of computer science.

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Incorporating system-level concepts into undergraduate embedded systems curricula

Cited by 10 publications

References 12 publications

Empirical Determination of Competence Areas to Computer Science Education

Empirical Determination of Competence Areas to Computer Science Education

Process-related competence areas to computer science education: An empirical determination

Central Computer Science Concepts to Research-Based Teacher Training in Computer Science: An Experimental Study

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