Guide to Teaching Computer Science

Hazzan, Orit; Lapidot, Tami; Ragonis, Noa

doi:10.1007/978-1-4471-6630-6

Cited by 45 publications

(34 citation statements)

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“…CS Teaching Methods courses have been described and offered elsewhere [14,9], but the novelty of our approach lies in its tailoring to non-CS majors (to take advantage of unfortunate realities) and its breadth (focusing not just on AP CS or Java programming, but exposing the students to the variety of approaches to introducing CS to students with diverse backgrounds and levels of preparation). In addition, we exposed the students to techniques for managing the logistical (and sometimes political) dimensions of initiating CS education in a high school.…”

Section: Context and Noyce Grantmentioning

confidence: 99%

Supporting CS10K

Flatland

Lim

Matthews

et al. 2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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We describe a new methods of teaching computer science (CS) course tailored for mathematics education majors but also applicable to others interested in teaching CS. Goals of the course are enhancing their ability and confidence in developing and offering CS courses at high schools and starting CS courses at high schools that do not offer them. The course involves a combination of reading, programming, lesson/unit plan development, code reviews, and discussion of the various paradigms for introducing CS at the secondary level. Results indicate the course enhances the students' confidence, ability, and preparation for teaching CS in high schools.

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Section: Context and Noyce Grantmentioning

confidence: 99%

Supporting CS10K

Flatland

Lim

Matthews

et al. 2015

Proceedings of the 46th ACM Technical Symposium on Computer Science Education

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“…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%

“…However, in terms of Group D, CS is more similar (yet smaller) to the other three engineering faculties than to EE; Third, as it turns out, many CS graduates work as software engineers after graduation, even though they do not have an engineering education. 7 Therefore, we asked: Since, in practice, both EE and CS graduates work as engineers, is there a difference between these two engineering fields and the kind of work that these graduates do after graduation in the Israeli hi-tech industry? The answer we suggest is based on the following preliminary data we have at this stage.…”

Section: Engineering Versus Sciencementioning

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

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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.

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“…As generally important and influencing in Germany one could regard the following: Hazzan et al [19] from Israel, Hubwieser [21], Schubert & Schwill [40], both from Germany and Hartmann et al [18] from Switzerland.…”

Section: Cs or Informaticsmentioning

confidence: 99%

Pedagogical content knowledge for computer science in German teacher education curricula

Hubwieser

Berges

Magenheim

et al. 2013

Proceedings of the 8th Workshop in Primary and Secondary Computing Education

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In the framework of a cooperation project that aims to identify the competencies required for teaching computer science in schools, we are developing a conceptualization of PCK currently. Up to now, we have derived a category system from literature and evaluated several interviews with teaching persons. In this paper, we describe the category system and the most important steps of its derivation. Further, we present the results of a survey that had investigated all curricula for CS teacher education that we had found in Germany, looking for the implementation of those categories. Furthermore, we are preparing interviews among experts about PCK, applying the Critical Incident Technique.

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Guide to Teaching Computer Science

Cited by 45 publications

References 0 publications

Supporting CS10K

Supporting CS10K

STEM teaching as an additional profession for scientists and engineers

Pedagogical content knowledge for computer science in German teacher education curricula

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