Guide to Teaching Computer Science: An Activity-Based Approach

306 Pages·2014·4.219 MB·English

by  Orit Hazzan, Tami Lapidot, Noa Ragonis (auth.)

Guide to Teaching Computer Science
Orit Hazzan • Tami Lapidot • Noa Ragonis
Guide to Teaching
Computer Science
An Activity-Based Approach
Second Edition
Orit Hazzan Noa Ragonis
Dept. Education in Science & Technology Computer Science Studies, Faculty
Technion––Israel Institute of Technology of Education
Technion City Beit Berl College;
Haifa Dept. Education in Science & Technology
Israel Technion—Israel Institute of Technology
Doar Beit Berl
Tami Lapidot Israel
Dept. Education in Science & Technology
Technion––Israel Institute of Technology
Technion City
Haifa
Israel
ISBN 978-1-4471-6629-0 ISBN 978-1-4471-6630-6 (eBook)
DOI 10.1007/978-1-4471-6630-6
Library of Congress Control Number: 2014956392
Springer London Heidelberg New York Dordrecht
© Springer-Verlag London Limited 2011, 2014
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To our families, students and colleagues
v
Prologue
This Guide to Teaching Computer Science can serve all computer science educa-
tors, both in high school and in academia, i.e., computer science university instruc-
tors, high school computer science teachers, and instructors of computer science
teacher preparation programs. Specifically, the guide can be used as the textbook of
the Methods of Teaching Computer Science (MTCS) course, offered to prospective
and in-service computer science teachers. In all cases, the guide is organized in a
way that enables an immediate application of its main ideas. This goal is achieved
by presenting the rationale for addressing a variety of computer science education
topics, as well as their detailed actual teaching process (including activities, work-
sheets, topics for discussions, and more).
The guide encompasses the authors’ teaching and research experience in com-
puter science education gained during the past three decades. Specifically, we have
taught courses on computer science and computer science education to high school
computer science pupils, undergraduate computer science students, and pre-service
and in-service computer science teachers. In parallel, we have conducted research
on a variety of computer science education topics, such as teaching methods, learn-
ing processes, teacher preparation, and social issues of computer science education.
In the second edition, we updated all the chapters with both content and refer-
ences, and added 15 new activities; specifically, we highlighted current teaching
approaches and trends to be integrated in the MTCS course.
We would like to thank all who contributed to our understanding of the nature
of computer science education and fostered the approach presented in this guide:
our students in the MTCS courses, high school classes, and in-service high school
teacher professional development programs, as well as colleagues, researchers
and instructors who collaborated with us in a variety of research and development
projects. During the past three decades, they all shared with us their knowledge,
professional experience, thoughts and attitudes with respect to computer science
education.
September 2014 Orit Hazzan
Tami Lapidot
Noa Ragonis
vii
Index of Activities
The activity page numbers appear in the table of Contents
Chapter 3 Overview of the Discipline of Computer Science
Section
1 The Nature of Computer Science A. Explain what computer science is, 3.2
work in pairs
B. Class discussion
C. Internet exploration of computer
science definitions
D. Summary and class discussion
E. Review of the Computing Curricula
2001, homework
2 Computer Science and Other Sciences A. Connections between computer 3.2
science and other sciences, individual/
team work
B. Presentations
C. Class discussion
3 Plan a Lesson about the History of A. Introductory questions 3.3
Computer Science
B. Plan a lesson, work in pairs
C. Presentations
D. Class discussion
4 History of Computational Machines 3.3
5 Preparation of a Presentation on a 3.4
Computer Scientist, Homework
6 Analysis of Ethical Dilemmas A. Case analysis, group work 3.5.1
B. Presentations and discussion
7 Diverse Class Demography, Group Work 3.5.2
8 Test Evaluation, Work in Pairs 3.5.2
9 Gender Diversity, Open Conversation 3.5.2
10 Introduction to Soft Skills, Homework 3.5.3
towards the Lesson on Soft Skills
ix
x Index of Activities
Section
11 Definitions for Soft Skills, Teamwork 3.5.3
at the beginning of the First Lesson on
Soft Skills
12 Rank Your Soft Skills, Homework, A. Individual work 3.5.3
After the Lesson on Soft Skills
B. Forum discussion
C. Individual reflection (submitted online)
13 Programming Paradigms—Explora- A. Worksheet, individual work 3.6
tion of Learners’ Knowledge
B. Class discussion
14. Abstract-Oriented Examination of A. Problem solving in different program- 3.6
Programming Paradigms ming paradigms, work in pairs
B. Class discussion
15 Activity Design for a Given Program- A. Tasks and paradigms, group work 3.6
ming Paradigm
B. Reviewing the groups’ work
C. Class discussion
16 Introduction to Soft Ideas—Types of 3.7.2
Concepts, Class Discussion
17 Computer Science Concept Classifi- 3.7.2
cation, Teamwork
18 Design of Tasks and Questions About Option 1: Construction of an activity that 3.7.2
Soft Ideas demonstrates a soft idea, work in pairs
Option 2: Construction of a question to
be included in a test that checks learners’
understanding of one soft idea, team work
19 Computer Science Heuristics: The 3.7.2
Case of Abstraction—Definition
20 Computer Science Heuristics: The 3.7.2
Case of Abstraction—Teaching Planning
21 Computer Science Heuristics: 3.7.2
Abstraction—Pedagogy
22 Computer Science Heuristics: The 3.7.2
Case of Abstraction—Teaching Program-
ming Heuristics
23 Acquaintance with Data Science A. Trigger, Group work 3.8
B Design activity, Group work (or indi-
vidual work at home)
C. Group presentation in class
D. Discussion
24 The Integration of Computer Science A. Trigger, Group work 3.9
with Other Disciplines
B. Reflection and class discussion
C. Summary
D. Homework
Index of Activities xi
Chapter 4 Research in Computer Science Education
Section
25 Exploration of Computer Science Work on learners’ understanding of basic 4.3
Education Research computer science topics
26 The Computer Science Education A. Intuitive thinking on computer science 4.3
Research World education research, class discussion
B. Planning research in computer science
education, group work
C. Class discussion
27 Looking into Research Work on Nov- 4.3
ices’ Difficulties, Homework
28 The Teacher as a Researcher A. Solving a problem, individual work 4.3
B. Evaluating different solutions,
individual work
C. Discussion on Stage B answers, work
in pairs
D. The meaning of learners’ mistakes,
class discussion
E. Taking the researcher’s perspective,
work in pairs
F. Reflection, individual work
29 Reflection on Reading a Computer 4.3
Science Education Paper, Homework
Chapter 5 Problem-Solving Strategies
Section
30 Problem-Solving Techniques in Com- 5.2
puter Science
31 Examination of Representative Inputs A. Problem development, work in pairs 5.3
and Outputs
B. Presentations and discussion
32 Choosing the Problem Variables A. Problem analysis, work in pairs 5.4.1
B. Discussion between pairs
C. Presentations and discussion in the
course plenum
33 Roles of Variables—Discovery Learn- A. Learning, work in pairs 5.4.1
ing and Reflection
B. Reflection on Stage A, individual work
34 Roles of Variables—Examination 5.4.1
of the Roles of Variables Through the
Research Lens
35 Practicing Stepwise Refinement— 5.4.2
Break Down Problem Solutions into
Subtasks
xii Index of Activities
Section
36 Practicing Stepwise Refinement— 5.4.2
Analyze a List of Problems
37 Practicing Think-Aloud Problem 5.4.2
Solving
38 Practicing Algorithmic Patterns— 5.4.3
Question Design for Given Patterns
39 Practicing Algorithmic Patterns— 5.4.3
Pattern Composition for Using Specific
Abstract Data Types
40 Practicing Algorithmic Patterns— 5.4.3
Worksheet Design for Guiding Learners
Using Patterns
41 Examination of the Debugging Process 5.5
42 Development of a Lab Activity about Team work 5.5
Debugging
43 Reflective Activity in Computer A. Teacher’s reflection on test failure 5.6
Science Education
B. Design of a reflective activity for a
class after a test failure
C. Reflection on the reflective activity
designed by a teacher after the test failure
D. Analysis of the entire reflective
activity designed by the teacher after the
test failure
Chapter 6 Learners’ Alternative Conceptions
Section
44 Exploration of a Computer Science A. Alternative conceptions about 6.3
Education Research Work on L earners’ variables, individual or teamwork
Understanding of Basic Computer
Science Topics
B. Class discussion
45 Assessment of a Pupil’s Answer in a A. Checking a pupil’s written answer, 6.3
Written Exam work in small teams
B. Class discussion
46 A Clinical Conversation with a A. A clinical conversation with a pupil, 6.3
Pupil as a Means to Reveal Alternative work in small teams
Conceptions
B. Class discussion