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Your search keyword '"COMPUTER science teachers"' showing total 11 results
Start Over Descriptor "COMPUTER science teachers" Topic secondary education Language english
11 results on '"COMPUTER science teachers"'

1. Omnipresent yet elusive: Teachers' views on contexts for teaching algorithms in secondary education.

Author

Nijenhuis-Voogt, Jacqueline, Bayram-Jacobs, Durdane, Meijer, Paulien C., and Barendsen, Erik

Subjects
*SECONDARY education, *TEACHER development, *TEACHERS, *SCIENCE education, *ALGORITHMS
Abstract

Although context-based teaching and learning has been investigated extensively in science education, little is known regarding the use of contexts for teaching CS in secondary education. The aim of this study was to examine the characteristics of contexts suitable for teaching algorithms and to investigate teachers' considerations regarding those contexts. This study examines teachers' practices and reasoning concerning the use of contexts and is based on explorative, empirical research. Data were collected through semi-structured interviews with seven CS teachers and analyzed qualitatively. The results of this study reveal several characteristics of effective contexts for teaching algorithms and show teachers' ambitions to address the variation within the student population when selecting contexts that advance students' algorithmic thinking. The found characteristics may serve as recommendation for designing contexts. Development of teacher education and professionalization activities may benefit from the discussion of teachers' motives and concerns. [ABSTRACT FROM AUTHOR]

Published
2021
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2. Omnipresent Yet Elusive

Author

Jacqueline Nijenhuis-Voogt, Paulien C. Meijer, Erik Barendsen, Durdane Bayram-Jacobs, RS-Research Line Teaching and learning (part of THIS program), and Department of Computer Science

Subjects
Secondary education, BRINGING SCIENCE, General Computer Science, Computer science, Context (language use), algorithmic thinking, 02 engineering and technology, context-based education, Thinking skills, Science education, computer science teachers, Education, COMPUTATIONAL THINKING, SCIENCE-EDUCATION, CHEMISTRY, 020204 information systems, secondary education, 0202 electrical engineering, electronic engineering, information engineering, Algorithmic thinking, Mathematics education, ComputingMilieux_COMPUTERSANDEDUCATION, 05 social sciences, Cultivating Creativity in Education, 050301 education, LIFE, CURRICULUM, Science Education, CHALLENGE, 0503 education, Algorithms
Abstract

Background and ContextAlthough context-based teaching and learning has been investigated extensively in science education, little is known regarding the use of contexts for teaching CS in secondary education.ObjectiveThe aim of this study was to examine the characteristics of contexts suitable for teaching algorithms and to investigate teachers’ considerations regarding those contexts.MethodThis study examines teachers’ practices and reasoning concerning the use of contexts and is based on explorative, empirical research. Data were collected through semi-structured interviews with seven CS teachers and analyzed qualitatively.FindingsThe results of this study reveal several characteristics of effective contexts for teaching algorithms and show teachers’ ambitions to address the variation within the student population when selecting contexts that advance students’ algorithmic thinking.ImplicationsThe found characteristics may serve as recommendation for designing contexts. Development of teacher education and professionalization activities may benefit from the discussion of teachers’ motives and concerns.

Published
2021

3. Computer Science and the Three Rs.

Author

Hoffmann, Leah

Subjects
*ELEMENTARY education, *COMPUTER science education, *SECONDARY education, *COMPUTER scientists, *COMPUTER science teachers, *EDUCATIONAL standards, *TRAINING
Abstract

The article discusses the role of computer science in primary and secondary education in the U.S., with particular focus on efforts to increase the numbers of computer science college graduates. Various challenges facing the implementation of computer science into a curriculum are explored, including the lack of computer science education standards in most states, low participation in the Advanced Placement (AP) computer science course, and a shortage of qualified teachers. Several initiatives are noted, such as the U.S. National Science Foundation (NSF) CS10K project to train computer science teachers, the Computer Science Teachers Association (CSTA) professional development program, and computer science education programs at Purdue University and Carnegie Mellon University.

Published
2012
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4. It takes a village: supporting inquiry- and equity-oriented computer science pedagogy through a professional learning community.

Author

Ryoo, Jean, Goode, Joanna, and Margolis, Jane

Subjects
*COMPUTER science teachers, *PROFESSIONAL learning communities, *HIGH school teachers, *COMPUTER science education, *SECONDARY education, *TEACHER development, *SCHOOL districts
Abstract

This article describes the importance that high school computer science teachers place on a teachers’ professional learning community designed around an inquiry- and equity-oriented approach for broadening participation in computing. Using grounded theory to analyze four years of teacher surveys and interviews from the Exploring Computer Science (ECS) program in the Los Angeles Unified School District, this article describes how participating in professional development activities purposefully aimed at fostering a teachers’ professional learning community helps ECS teachers make the transition to an inquiry-based classroom culture and break professional isolation. This professional learning community also provides experiences that challenge prevalent deficit notions and stereotypes about which students can or cannot excel in computer science. [ABSTRACT FROM PUBLISHER]

Published
2015
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5. “Regressed experts” as a new state in teachers’ professional development: lessons from Computer Science teachers’ adjustments to substantial changes in the curriculum.

Author

Liberman, Neomi, Kolikant, Yifat Ben-David, and Beeri, Catriel

Subjects
*COMPUTER science education, *SECONDARY education, *COMPUTER science teachers, *CURRICULUM change, *PEDAGOGICAL content knowledge, *OBJECT-oriented methods (Computer science), *PSYCHOLOGY of teachers, *PROFESSIONAL education
Abstract

Due to a program reform in Israel, experienced CS high-school teachers faced the need to master and teach a new programming paradigm. This situation served as an opportunity to explore the relationship between teachers' content knowledge (CK) and their pedagogical content knowledge (PCK). This article focuses on three case studies, with emphasis on one of them. Using observations and interviews, we examine how the teachers, we observed taught and what development of their teaching occurred as a result of their teaching experience, if at all. Our findings suggest that this situation creates a new hybrid state of teachers, which we term “regressed experts.” These teachers incorporate in their professional practice some elements typical of novices and some typical of experts. We also found that these teachers' experience, although established when teaching a different CK, serve as a leverage to improve their knowledge and understanding of aspects of the new content. [ABSTRACT FROM AUTHOR]

Published
2012
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6. Making Computer Science Count.

Author

Wilson, Cameron

Subjects
*COMPUTER science education, *ELEMENTARY education, *COMPUTER science students, *COMPUTER science teachers, *SECONDARY education, *UNITED States education system
Abstract

The author offers opinions on elementary and secondary teaching of computer science. A program created by the organizations Code.org, the Association for Computing Machinery (ACM) and the National Science Foundation to make computer science a more integral part of the curricula of U.S. elementary and secondary education is praised.

Published
2013
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7. ACM offers a new approach to self-archiving.

Author

Delman, Scott E.

Subjects
*SCHOLARLY publishing, *SCHOLARLY electronic publishing, *PERIODICAL archives, *COMPUTER science education, *SECONDARY education, *COMPUTER science teachers, *TEACHING awards
Abstract

The article presents information on the editing of the publication and on the Association for Computing Machinery (ACM). A service for authors published in the publication is announced which allows them to create links on their own or their institution's Web sites to their articles in digital archives of the publication. ACM member Mark Guzdial's work as director of Georgia Computes!, a program to encourage diversity in computer science education at the high school level is discussed, and it is noted Guzdial and Barbara Ericson received the ACM's Karl V. Karlstrom award for outstanding educators.

Published
2011
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8. Royal Society calls for 8,000 more secondary school computing teachers.

Subjects
*GENERAL Certificate of Secondary Education, *COMPUTER science education, *SECONDARY education, *COMPUTER science teachers, *YOUTH, *SCHOOL children
Abstract

The article discusses report by British National Academy of Sciences warning that over half of English schools do not offer General Certificate of Secondary Education (GCSE) Computer Science leaving young people without the chance to learn programming and algorithm skills. Topics discussed include need for investment in computing education, comments from Steve Furber of University of Manchester on transformation in workplace with technology and call of Royal Society for computing teachers.

Published
2017

9. Teachers need help teaching computer science.

Author

ASCIONE, LAURA

Subjects
COMPUTER science education, COMPUTER science teachers, COMPUTER programming education, ELEMENTARY education, SECONDARY education
Published
2019

10. Report examines schools' computer science offerings.

Author

Brown, Emily Ann

Subjects
COMPUTER science education, SECONDARY education, HIGH school curriculum, COMPUTER science teachers, SCIENCE education (Secondary), TECHNOLOGY education (Secondary), ENGINEERING education, MATHEMATICS education (Secondary)
Abstract

The article discusses the findings of the study "The State of Computer Science in U.S. High Schools: an Administrator's Perspective" conducted by the membership organization Computer Science Teachers Association (CSTA) and the Oracle Academy. The study indicates that 39% of the survey respondents considered computer science as a requirement of the science, technology, engineering, and mathematics (STEM) education. It also shows that 63% of high schools offered computer science education.

Published
2015

11. 'Collapse' in trainee numbers could crash computer science plans.

Author

MADDERN, KERRA

Subjects
*COMPUTER science teachers, *COMPUTER science education, *SECONDARY education, *TEACHER training, *EDUCATIONAL technology, *EDUCATIONAL change
Abstract

The article discusses issues with recruiting applicants for Great Britain's Postgraduate Certificate in Education (PGCE) in computer science. It addresses attempts in Great Britain to increase the use of educational technology, uncertainty about the subject in secondary schools, and efforts to improve the subject knowledge of teachers.

Published
2013

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