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Abstraction is a major concept in computer science and serves as a powerful tool in software development. Pattern-oriented instruction (POI) is a pedagogical approach that incorporates patterns in an introductory computer science course in order to structure the learning of algorithmic problem solving. This paper examines abstraction processes in the course of solving an algorithmic problem and highlights three distinct, although interrelated, facets of abstraction: pattern recognition, black-boxing, and structure identification. A study that examined the influence of the POI approach on students' abstraction skills is described; students who learned according to the POI approach were compared with students who learned in a traditional manner with regard to analogical reasoning and problem decomposition and solution, as well as verbal expression. The three facets of abstraction were used to analyze students' abstraction skills and their competency in algorithmic problem solving. (Contains 4 figures and 5 tables.)

The rapid evolvement of the computing domain has posed challenges in attempting to bridge the gap between school and the contemporary world of computing, which is related to content, learning culture, and professional norms. We believe that the interaction of high-school students who major in computer science or software engineering with leading representatives of the computing community of practice may motivate them to pursue their studies further or pursue a career in the field. Accordingly, our program aims at exposing talented high-school students "directly by leading experts" to state-of-the-art computing research, advanced technologies, software engineering methodologies, and professional norms. The interaction between the students and the experts, who actually become role models for the students, occurs at two levels: (a) during enrichment plenary meetings, and (b) through one-to-one interaction in which students develop software projects under the apprenticeship-based supervision of professionals from the computing community of practice. In the last four years, six hundred students participated in enrichment activities; 86 of these students accomplished high-level software projects under the supervision of experts. A long-term formative evaluation of the program has been conducted regarding: (1) students' attitudes towards the "different-from-school" style of learning that characterizes the program, and (2) students' performance in developing projects. In this paper, we specifically discuss the contribution of resources that students used for various phases of the project development activity. We found that the following categories of resources were employed by the students: self-learning, mentors, bibliographic resources (the Web, professional articles, professional books), school resources (a school teacher, school learning, and materials), and other human resources (i.e., a classmate the student 's age, a family member, a grown-up acquaintance). Importantly, the findings indicated that during the entire development process the students exhibited self-efficacy, since they relied more on themselves than on other resources. Interestingly, during the entire development process, the web was perceived as the most significant bibliographic resource. Specifically, regarding the need to achieve adequate acquaintance with the theoretical knowledge that was required, self-studying and the web were perceived as the most significant resources, which may imply that the mentors' guidance inspired the students' self-inquiry and self-study. However, during the problem-solving activities, students relied more on the mentors than on bibliographic resources. Based on the study findings, we concluded that professional experts who supervise students in project development may motivate them to acquire in-depth knowledge in computing, promote creativity, as well as enhance self-learning and inquiry ability. In addition, the interaction with role models may contribute to establishing professional norms. We hope that further implementation of the program, along with recruitment of more representative experts from academia and hi-tech industry, will promote a culture of learning and work befitting the dynamic world of industrial computing, thus providing the students with an entry point into the computing community of practice. (Contains 4 figures and 6 tables.)

The computer science high-school teaching community of practice possesses a rich collection of distributed practical knowledge consisting of individual teachers' expertise regarding pedagogy. However, without a proper means of communication and rules of discourse, the individual pieces of knowledge might not be transferred properly within the community, and eventually might get lost. Only when fertile professional communication lines have been established, can the growth of common shared, reusable knowledge bases be reinforced and nurtured. Pedagogical patterns are intended to capture the expert knowledge of the practice of teaching and to transfer that knowledge to other practitioners. This paper discusses how the culture of patterns can be employed to transfer pedagogical knowledge, and thus reinforce peer-communication and collaboration within the computer science high-school teaching community of practice. (Contains 1 table.)

Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming paradigm and the logic programming (LP) paradigm. Here we discuss the implication of first learning recursion in LP on the students' understanding of the concept. The declarative approach for teaching recursion in logic programming seems to enhance students' recursion comprehension. We found that students who learned recursion in LP before learning it in a procedural paradigm differed, in terms of their mental models of recursion, from those who were acquainted with recursion in procedural programming only. More of the LP students possessed an adequate model of recursion as a process than did the non-LP students. Moreover, the LP students also attained a unique conception of recursion as a tool for knowledge representation. (Contains 3 tables and 1 figure.)

Describes an instructional model for teaching abstract data types (ADTs) to high school students. Presents research results regarding students' conceptualizations of ADTs and their strategies of using them in computer science problem solving. To implement the ADTs, "black boxes" were used. (AEF)

Computer science (CS) curricula are composed of various study modules, each of which focuses on particular contents, concepts, principles, and associated problem-solving methods. Developers of CS curricula recommend that students become acquainted with different programming paradigms in order to acquire alternative ways of computational thinking and various approaches for problem solving. In this paper, we illuminate two different though related paradigms: object-oriented programming and logic programming. We present and discuss the findings of a comparative study aimed at revealing similarities and dissimilarities between object oriented programming and logic programming in the context of problem-solving approaches and conclude with guidelines for instructional design of a study track that combines both paradigms. [ABSTRACT FROM AUTHOR]

The recent rapid development of the field of computing has posed challenges in educating newcomers, in particular, in attempting to bridge the gap between school and the contemporary world of computing. To meet this challenge, we developed a novel outreach program for prospective high-school students aimed at exposing them "directly by leading experts" to state-of-the-art computing research and development. The program includes enrichment meetings and software development projects under the supervision of experts. Six hundred students participated the last four years in enrichment activities; 86 of these students developed high-level software projects. A long-term formative evaluation of the outreach program has been conducted. So far, the study's findings have indicated that the program contributes to developing a culture of learning befitting the dynamic world of industrial computing, thus providing the students with an entry point into the computing community of practice. [ABSTRACT FROM AUTHOR]

ion is a major concept in computer science and serves as a powerful tool in software development. Pattern-oriented instruction (POI) is a pedagogical approach that incorporates patterns in an introductory computer science course in order to structure the learning of algorithmic problem solving. This paper examines abstraction processes in the course of solving an algorithmic problem and highlights three distinct, although interrelated, facets of abstraction: pattern recognition, black-boxing, and structure identification. A study that examined the influence of the POI approach on students' abstraction skills is described; students who learned according to the POI approach were compared with students who learned in a traditional manner with regard to analogical reasoning and problem decomposition and solution, as well as verbal expression. The three facets of abstraction were used to analyze students' abstraction skills and their competency in algorithmic problem solving. [ABSTRACT FROM AUTHOR]

Abstract data types constitute a central tool in computer science and play an important role in problem solving, knowledge representation, and programming. In this paper, formal and practical aspects of utilizing abstract data types (ADTs) are discussed in the context of logic programming when using the Prolog programming language. The approach is presented in the following stages: (a) First, alternative ways of implementing ADTs in terms of Prolog constructs are presented and partial encapsulation of ADTs in terms of grey boxes is demonstrated. (b) Next, complete encapsulation of ADTs in terms of black boxes is suggested in a way that strictly reflects the concept's formal computer science definition while taking into consideration the characteristics and constraints of the logic programming paradigm. (c) Finally, implications for instruction are discussed. [ABSTRACT FROM AUTHOR]

The rapid evolvement of the computing domain has posed challenges in attempting to bridge the gap between school and the contemporary world of computing, which is related to content, learning culture, and professional norms. We believe that the interaction of high-school students who major in computer science or software engineering with leading representatives of the computing community of practice may motivate them to pursue their studies further or pursue a career in the field. Accordingly, our program aims at exposing talented high-school students "directly by leading experts" to state-of-the-art computing research, advanced technologies, software engineering methodologies, and professional norms. The interaction between the students and the experts, who actually become role models for the students, occurs at two levels: (a) during enrichment plenary meetings, and (b) through one-to-one interaction in which students develop software projects under the apprenticeship-based supervision of professionals from the computing community of practice. In the last four years, six hundred students participated in enrichment activities; 86 of these students accomplished high-level software projects under the supervision of experts. A long-term formative evaluation of the program has been conducted regarding: (1) students' attitudes towards the "different-from-school" style of learning that characterizes the program, and (2) students' performance in developing projects. In this paper, we specifically discuss the contribution of resources that students used for various phases of the project development activity. We found that the following categories of resources were employed by the students: self-learning, mentors, bibliographic resources (the Web, professional articles, professional books), school resources (a school teacher, school learning, and materials), and other human resources (i.e., a classmate the student's age, a family member, a grown-up acquaintance). Importantly, the findings indicated that during the entire development process the students exhibited self-efficacy, since they relied more on themselves than on other resources. Interestingly, during the entire development process, the web was perceived as the most significant bibliographic resource. Specifically, regarding the need to achieve adequate acquaintance with the theoretical knowledge that was required, self-studying and the web were perceived as the most significant resources, which may imply that the mentors' guidance inspired the students' self-inquiry and self-study. However, during the problem-solving activities, students relied more on the mentors than on bibliographic resources. Based on the study findings, we concluded that professional experts who supervise students in project development may motivate them to acquire in-depth knowledge in computing, promote creativity, as well as enhance self-learning and inquiry ability. In addition, the interaction with role models may contribute to establishing professional norms. We hope that further implementation of the program, along with recruitment of more representative experts from academia and hi-tech industry, will promote a culture of learning and work befitting the dynamic world of industrial computing, thus providing the students with an entry point into the computing community of practice. [ABSTRACT FROM PUBLISHER]

Courses on Operating Systems (OS) are essential in computer science education. The topic provides the students with an excellent opportunity to experience the interplay between theory and practice. Specifically, a project-based-learning (PBL) instructional design for an OS course can provide the students with opportunities to engage in practical projects. The PBL approach enables students to take part in learning activities which are essential for grasping underlying theoretical concepts, linking theory, practice and system-level perception. In this paper we present our experience in teaching an operating systems course with a continuing evolving project using a PBL approach. The findings of a preliminary assessment indicated a highly positive attitude on the part of the students towards the PBL approach used in the course as well as towards the qualitative evaluation method that was used to assess their achievements. [ABSTRACT FROM AUTHOR]

We describe a comprehensive three-year programme in Software Engineering (SE) for high-schools which has been operated in Israel for the last two decades. The aim of the programme is to expose young students to computing, and to motivate them to continue their academic studies in that field. The programme has evolved over the years in accordance with the changes in the discipline of computing. It introduces students to scientific methods, principles of design, implementation of computer systems. Currently it consists of a three-phase modular structure: (a) natural sciences, (b) computer science, (c) advanced specialized topics in computing. During the third year, students are required to develop as a final assignment a comprehensive software project, namely a computer system in a specific, specialized domain. [ABSTRACT FROM AUTHOR]

The computer science high-school teaching community of practice possesses a rich collection of distributed practical knowledge consisting of individual teachers' expertise regarding pedagogy. However, without a proper means of communication and rules of discourse, the individual pieces of knowledge might not be transferred properly within the community, and eventually might get lost. Only when fertile professional communication lines have been established, can the growth of common shared, reusable knowledge bases be reinforced and nurtured. Pedagogical patterns are intended to capture the expert knowledge of the practice of teaching and to transfer that knowledge to other practitioners. This paper discusses how the culture of patterns can be employed to transfer pedagogical knowledge, and thus reinforce peer-communication and collaboration within the computer science high-school teaching community of practice. [ABSTRACT FROM AUTHOR]

Discusses the implications of first learning recursion in logic programming high school students' understanding of the concept in Israel. Recursion as a central concept in computer science; Attainment of a conception of recursion as a tool for knowledge representation; Declarative approach for teaching recursion in logic programming; Mental models of recursion.

For the last ten years the concept of abstract data types (ADTs) has been introduced to Israeli high school students who take the courses "Logic Programming" and "Introduction to Artificial Intelligence" as part of their Computer Science (CS) curriculum. We developed an instructional model designed to introduce ADT as a formal CS concept and as a tool for developing computer programs. To implement the abstract data types, we used "black boxes." Here we describe our research whose aim was to assess the cognitive aspects of using ADTs as tools for knowledge representation and problem solving by different student populations. Our research findings indicated that many students' perceptions of the ADT concept were compatible to its formal CS definition, and they used black boxes transparently to develop Prolog programs. However, there were also students who adopted their own strategies for using ADTs: a) using ADTs only as a graphical description to organize data and knowledge; and b) using "ADT black boxes" in alternative ways, while violating the principle of information hiding—duplication, rewriting, and externalization. The findings also indicated that "ADT black boxes" were beneficial in helping beginners to develop correctly written Prolog programs. [ABSTRACT FROM AUTHOR]