Strategic directions in computer science education

Tucker, Allen B.

doi:10.1145/242223.246876

Cited by 64 publications

(26 citation statements)

References 1 publication

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“…Several student teams have participated in the VAST challenges, and we believed that incorporating a challenge in a visual analytics class would be a good opportunity to expose more students to the kind of scenarios and data facing information analysts outside of the contest setting. Hands-on experience with solving practical real-world problems and exercises is an important component of technology education [21].…”

Section: Pedagogical Foundationmentioning

confidence: 99%

VAST contest dataset use in education

Whiting

North

Endert

et al. 2009

2009 IEEE Symposium on Visual Analytics Science and Technology

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The IEEE Visual Analytics Science and Technology (VAST) Symposium has held a contest each year since its inception in 2006. These events are designed to provide visual analytics researchers and developers with analytic challenges similar to those encountered by professional information analysts. The VAST contest has had an extended life outside of the symposium, however, as materials are being used in universities and other educational settings, either to help teachers of visual analyticsrelated classes or for student projects. We describe how we develop VAST contest datasets that results in products that can be used in different settings and review some specific examples of the adoption of the VAST contest materials in the classroom. The examples are drawn from graduate and undergraduate courses at Virginia Tech and from the Visual Analytics "Summer Camp" run by the National Visualization and Analytics Center in 2008. We finish with a brief discussion on evaluation metrics for education.

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Section: Pedagogical Foundationmentioning

confidence: 99%

VAST contest dataset use in education

Whiting

North

Endert

et al. 2009

2009 IEEE Symposium on Visual Analytics Science and Technology

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“…To support the development of the higher-level cognitive skills, the learning strategy involved numerous hands-on learning experiences. The extensive use of hands-on learning was based on pedagogical research in the area of computer programming education, which has found that an experience-based learning approach involving the use of computer laboratories and assignments can lead to enhanced learning (ACM and IEEE, 2001;Mayer, 1981;Tucker, 1996).…”

Section: Development Of Learning Strategy and Learning Activities Basmentioning

confidence: 99%

Designing the spreadsheet-based decision support systems course: An application of Bloom's taxonomy

Tyran

2010

Journal of Business Research

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“…However, computer science education remains a fragmented, misunderstood subject area in the K-12 educational sector Tucker, 1996). The reasons are many and complex.…”

Section: Introductionmentioning

confidence: 99%

“…It was also indicated that another 14 states were planning to adopt such standards in the "near future." More recently, however, Stephenson (1997) observed that there still is an absence of a standardized high-school computer science curriculum, and Tucker (1996) noted that "no coherent secondary-school curriculum is widely implemented for the general population," and "no mechanisms exist to train teachers . .…”

Section: Introductionmentioning

confidence: 99%

Status of Computer Science Education in Secondary Schools: One State's Perspective

Deek¹,

Kimmel²

1999

Computer Science Education

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New Jersey Institute of Technology (NJIT) has convened the yearly Conference on Computer Science Education in the Secondary Schools since 1995 to discuss and carry out a systematic study of issues facing computer science education in the state of New Jersey. The goal is to address the implications of these curricular issues, identify the obstacles to classroom implementation, and to make suggestions for possible solutions. The outcome of these conferences is a clear indication that a seamless articulation between high-school programs and those at university level is of critical importance for secondary school educators and could serve as the foundation for implementing a computer science curriculum in the schools. This paper reviews the current status of secondary schools computer science education in the state of New Jersey and discusses curriculum guidelines formulated by conference participants, themselves classroom teachers. This work, along with previous curriculum recommendations reported in the literature, is intended to serve as the stepping-stone towards establishing and promoting computer science as a recognized discipline in New Jersey's secondary schools.

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Strategic directions in computer science education

Cited by 64 publications

References 1 publication

VAST contest dataset use in education

VAST contest dataset use in education

Designing the spreadsheet-based decision support systems course: An application of Bloom's taxonomy

Status of Computer Science Education in Secondary Schools: One State's Perspective

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