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This is the second part of a two-part series that describes a pilot programming course in which high school students majoring in computer science were introduced to the visual, scenario-based programming language of live sequence charts. The main rationale for the course was that computer science students should be exposed to at least two very different programming paradigms and that LSCs, with their unique characteristics, can be a good vehicle for that. Part 1 (see the previous issue) focused on the pedagogic rationale of the pilot, on introducing LSC, and on the structure of the course. Part 2 centers on the evaluation of the pilot’s results. [ABSTRACT FROM AUTHOR]

This article describes a pilot programming course in which high school students were introduced, through the visual programming language of live sequence charts (LSC), to a new paradigm termed scenario-based programming. The rationale underlying this course was teaching high school students a second, very different programming paradigm. Using LSC for this purpose has other advantages, such as exposing students to high-level programming, dealing with nondeterminism and concurrency, and referring to human-computer interaction (HCI) issues. This work also contributes to the discussion about guiding principles for curriculum development. It highlights an important principle: the educational objective of a course should include more than mere knowledge enhancement. A course should be examined and justified through its contribution to learning fundamental ideas and forming useful habits of mind. [ABSTRACT FROM AUTHOR]