Orit Hazzan Tami Lapidot Noa Ragonis. Guide to Teaching. Computer Science. An Activity-Based Approach

Transcription

1 Orit Hazzan Tami Lapidot Noa Ragonis Guide to Teaching Computer Science An ActivityBased Approach

2 1 Introduction What Is This Guide About? Introduction Motivation for Writing This Guide The Methods of Teaching Computer Science (MTCS) Course MTCS Course Overview Course Population Course Objectives Recommended Teaching Methods Used in the MTCS Course The Structure of the Guide to Teaching Computer Science Guide Structure and Organization The Content of the Guide Chapters How to Use the Guide? Instructors of the MTCS Course The Prospective Computer Science Teachers Enrolled in the MTCS Course Computer Science Instructors in the University Instructors ofinservice Teachers' Professional Development Programs High School Computer Science Teachers 11 References 12 2 Active Learning and the ActiveLearningBased Teaching Model Introduction Active Learning Why Active Learning Is Suitable for Implementation in the MTCS Course? ActiveLeamingBased Teaching Model The Role of the Instructor in the ActiveLearningBased Teaching Model 18 References 19

3 3 Overview of the Discipline of Computer Science Introduction What Is Computer Science? 22 Activity 1: The Nature of Computer Science 23 Activity 2: Computer Science and Other Sciences The History of Computer Science 26 Activity 3: Plan a Lesson About the History of Computer Science 26 Activity 4: History of Computational Machines Computer Scientists 28 Activity 5: Preparation of a Presentation on a Computer Scientist Social Issues of Computer Science Ethics in Computer Science Education 30 Activity 6: Analysis of Ethical Dilemmas Diversity 32 Activity 7: Diverse Class Demography 32 Activity 8: Test Evaluation 32 Activity 9: Gender Diversity Programming Paradigms 33 Activity 10: Programming Paradigms Exploration of Learners'Knowledge 35 Activity 11: AbstractOriented Examination of Programming Paradigms 36 Activity 12: Activity Design for a Given Programming Paradigm Computer Science Soft Ideas What Are Computer Science Soft Ideas? Computer Science Soft Ideas in the MTCS Course 39 Activities 1314: Introduction to Soft Ideas 41 Activity 13: Types of Concepts, Class Discussion 41 Activity 14: Computer Science Concept Classification, Teamwork 42 Activity 15: Construction of Tasks and Questions About Soft Ideas 42 Activities 1619: Computer Science Heuristics: The Case of Abstraction 43 References 45 4 Research in Computer Science Education Introduction Research in Computer Science Education: What Is It and Why and How Is It Useful? Computer Science Education Research Categories Computer Science Education Research on Learning and Teaching Processes Resources for Computer Science Education Research MTCS Course Activities 52 Activity 20: Exploration of a Computer Science Education Research Work on Learners' Understanding of Basic Computer Science Topics 53

4 Activity 21: The Computer Science Education Research World 53 Activity 22: Looking into a Research Work on Novices' Difficulties 54 Activity 23: The Teacher as a Researcher 55 Activity 24: Reflection on Reading a Computer Science Education Paper 59 References 60 5 ProblemSolving Strategies Introduction ProblemSolving Processes 64 Activity 25: ProblemSolving Techniques in Computer Science Problem Understanding 66 Activity 26: Examination of Representative Inputs and Outputs Solution Design Defining the Problem Variables 67 Activity 27: Choosing the Problem Variables 67 Activities 2829: Roles of Variables Stepwise Refinement 70 Activity 30: Practicing Stepwise Refinement Break Down Problem Solutions into Subtasks 71 Activity 31: Practicing Stepwise Refinement Analyze a List of Problems Algorithmic Patterns 71 Activities 3234: Practicing Algorithmic Patterns Solution Examination 73 Activity 35: Examination of the Debugging Process 73 Activity 36: Development of a Lab Activity about Debugging Reflection 74 Activity 37: Reflective Activity in Computer Science Education 75 References 77 6 Learners' Alternative Conceptions Introduction Pedagogical Tools for Dealing with Alternative Conceptions Activities to Be Facilitated in the MTCS Course 82 Activity 38: Exploration of a Computer Science Education Research Work on Learners' Understanding of Basic Computer Science Topics 82 Activity 39: Evaluation of a Pupil's Answer in a Written Exam 84 Activity 40: A Clinical Conversation with a Pupil as a Means to Reveal Alternative Conceptions 86 References 89

5 7 Teaching Methods in Computer Science Education Introduction Pedagogical Tools Pedagogical Games 92 Activity 41: Pedagogical Examination ofgames The CSUnplugged Approach 96 Activity 42: Pedagogical Examination of the CSUnplugged Approach Rich Tasks 97 Activity 43: Pedagogical Examination of Rich Tasks Concept Maps 103 Activity 44: Pedagogical Examination of Concept Maps Classification of Objects and Phenomena from Life 106 Activity 45: Pedagogical Examination of Classification Metaphors 109 Activity 46: Metaphors Activity 47: Metaphors Preparing a Poster, Variable Exhibition 110 Advantages and Disadvantages of Metaphors Different Forms of Class Organization Ill Activity 48: Different Forms of Class Organizations I i Mentoring Software Project Development 113 Activity 49: Analysis of Mentoring Software Project Development Situations 114 Activity 50: Scheduling the Mentoring Process of Software Project Development 116 References LabBased Teaching Introduction What Is a Computer Lab? 120 Activity 51: Analyzing a Computer Science Lesson in the Computer Lab 122 Activity 52: A "Dry" Lab LabFirst Approach 124 Activity 53: Pedagogical Exploration of the LabFirst Teaching Approach Visualization and Animation 130 Activity 54: Algorithm Visualization 133 Activity 55: Musical Debugging 135 Activity 56: Software Visualization and Animation 135 Activity 57: Visualization and AnimationBased IDEs 136 Activity 58: Media Computation 137 Activity 59: Summary Work Using the Internet in the Teaching of Computer Science 138 Activity 60: The Internet as an Information Resource 139

6 Activity 61: Exploring the Internet Through the Computer Science Lens 139 Activity 62: Distance Learning, 139 References Types of Questions in Computer Science Education Introduction Types of Questions Typel. Development of a Solution Type2. Development a Solution That Uses a Given Module Type3. Tracing a Given Solution Type4. Analysis of Code Execution Type5. Finding the Purpose of a Given Solution Type6. Examination of the Correctness of a Given Solution Type7. Completion a Given Solution Type8. Instruction Manipulations Type9. Efficiency Estimation TypelO. Question Design Typell. Programming Style Questions Typel2. Transformation of a Solution Combining Several Types of Questions 154 Activity 63: Question Classification 155 Activity 64: Classification of Nonsimple Questions Kinds of Questions Story Questions Closed Questions 158 Activity 65: Question Formulation Unsolvable Questions Assimilation of the Types of Questions to Different Computer Science Contents Question Preparation 161 Activity 66: Question Design 162 Activity 67: Test Design 162 References Evaluation Introduction Tests 166 Activity 68: Test Construction 167 Activity 69: Construction of a CourseSummary Exam Project Evaluation Individual Projects Team Projects 171 Activity 70: Getting Familiarity with an Evaluation Rubric for Software Projects 173

7 Activity 71: Construction of an Evaluation Rubric for Software Projects 173 Activity 72: Analysis of a Grading Policy of the Group Project Portfolio 175 Activity 73: The Portfolio in Computer Science Education The Evaluation of the Students in the MTCS Course 178 References Teaching Planning Introduction TopDown Approach for Teaching Planning Broad Perspective: Planning the Entire Curriculum Intermediate Level Perspective: Planning the Teaching of a Study Unit Local Level Perspective: Planning a Lesson Illustration: Teaching OneDimensional Array Planning the Teaching of a Study Unit About OneDimer\sional Array Planning the Teaching of the First Lesson About OneDimensional Array Illustration Summary Activities to be Facilitated in the MTCS Course 189 Activity 74: Dividing a Computer Science Topic into Components 190 Activity 75: Time Allocation 190 Activity 76: Plan a First Lesson About a Topic/Subtopic 190 Activity 77: A Comprehensive Teaching Planning of a Study Unit 191 References Integrated View at the MTCS Course Organization: The Case of Recursion Introduction Classification of Everyday Objects and Phenomena: The Case ofrecursion 195 Activity 78: Classification Activity in the Context of Recursion Leap of Faith 197 Activity 79: Mastering the Leap of Faith Approach Models of the Recursive Process The Little People Model 200 Activity 80: Pedagogical Examination of the Little People Model The "TopDown Frames" Model Research on Learning and Teaching Recursion 205 Activity 81: Investigating Research on Learning and Teaching Recursion 205 Activity 82: Recursive Models 206

8 12.6 How Does Recursion Sound? 207 Activity 83: Using Colors and Music for the Examination of Recursive Structures Evaluation 208 Activity 84: Analysis of Recursive Phenomena 208 Activity 85: Construction of a Written Test on Recursion Additional Activities 210 Activity 86: History of Recursive Functions 210 Activity 87: Comparison of Recursive Algorithms in Different Paradigms 210 Activity 8 8: Recursive Patterns 210 Activity 89: Recursion Animation 211 Activity 90: Design of Questions About Recursion 211 Activity 91: Planning the Teaching of Recursion 211 References Getting Experience in Computer Science Education Introduction The Practicum in the High School General Description The Practicum as a Bridge Between Theory and Its Application Activiti es to be Facilitated in the MTCS Course 218 Activity 92: Bridging Gaps Related to the Content Aspect of Computer Science Education 218 Activity 93: Bridging Gaps Related to the Pedagogical Aspect of Computer Science Education 220 Activity 94: Prospective Teacher's Conception About the First Lesson A Tutoring Model for Guiding Problems Solving Processes The Implementation of the Tutoring Model The Contribution of the Mentoring Model to Prospective Computer Science Teachers Teaching Experience Practicum Versus Tutoring 226 References Design of a Methods of Teaching Computer Science Course Perspectives on the MTCS Course Suggestions for MTCS Course Syllabi Course Structure Course Syllabus 231 Activity 95: First Lesson of the MTCS Course 231 References 234

9 15 High School Computer Science Teacher Preparation Programs A Model for High School Computer Science Education Background The Model Components and Their Amalgamation Questions About the Model Construction of a Computer Science Teacher Preparation Program the ECSTPP Workshop Rationale Population Objectives Structure and Contents ECSTPP Workshop Summary 245 References Epilogue 247 Index 249