140 results on '"Haberman, Bruria"'
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2. Long-Term Development of Software Projects – Students’ Self-appreciation and Expectations
3. Multi-facet Problem Comprehension: Utilizing an Algorithmic Idea in Different Contexts
4. Teaching Computing in Secondary Schools in a Dynamic World: Challenges and Directions
5. Bridging the Gap Between School Computing and the 'Real World'
6. Evolving Boxes as Flexible Tools for Teaching High-School Students Declarative and Procedural Aspects of Logic Programming
7. Supporting Abstraction Processes in Problem Solving through Pattern-Oriented Instruction
8. A Computer Science Educational Program for Establishing an Entry Point into the Computing Community of Practice
9. Pedagogical Patterns: A Means for Communication within the CS Teaching Community of Practice
10. How Learning Logic Programming Affects Recursion Comprehension
11. Are Black Boxes Transparent?--High School Students' Strategies of Using Abstract Data Types.
12. High-School Students' Attitudes Regarding Procedural Abstraction
13. Long-Term Development of Software Projects – Students’ Self-appreciation and Expectations
14. Teaching Computing in Secondary Schools in a Dynamic World: Challenges and Directions
15. Bridging the Gap Between School Computing and the “Real World”
16. Evolving Boxes as Flexible Tools for Teaching High-School Students Declarative and Procedural Aspects of Logic Programming
17. AN APPROACH TO ENHANCING ADVANCED COMPUTATIONAL PROBLEM SOLVING AND CRITICAL THINKING SKILLS
18. "Computer Science, Academia and Industry" as pedagogical model to enhance Computational thinking
19. Multi-facet Problem Comprehension: Utilizing an Algorithmic Idea in Different Contexts
20. Local and global perspectives of education---thoughts about including computer science in international exams
21. Implementing a new Computer Science Curriculum for middle school in Israel
22. A Systematic Knowledge Pattern (SKP) for teaching Knowledge Management
23. The scientific method and software testing integrated into the same lesson
24. How innovative technology tools can be used to create new methodology for teaching knowledge
25. Work in progress — Initiating the Beaver contest on computer science and computer fluency in Israel
26. The beaver contest
27. CHAMSA: Five Languages that Citizens of an Increasingly Technological World Should Acquire
28. CHAMSA
29. A non-linear approach to solving linear algorithmic problems
30. Linking different programming paradigms
31. So Different Though So Similar? – Or Vice Versa? Exploration of the Logic Programming and the Object-Oriented Programming Paradigms
32. Long-term software projects development
33. Connectivity between Abstraction Layers in Declarative ADT-Based Problem-Solving Processes
34. Computing Pre-University: Challenges in K-12 Computing Education
35. Teaching abstraction to novices: Pattern-based and ADT-based problem-solving processes
36. Work in progress - developing a culture of learning befitting the dynamic world of computing
37. Supporting abstraction processes in problem solving through pattern-oriented instruction
38. Formal and Practical Aspects of Implementing Abstract Data Types in the Prolog Instruction
39. A Computer Science Educational Program for Establishing an Entry Point into the Computing Community of Practice
40. A Computer Science Educational Program for Establishing an Entry Point to the Computing Community of Practice
41. Linking Theory, Practice and System-Level Perception: Using a PBL Approach in an Operating Systems Course
42. Computer science
43. Pattern-oriented instruction and its influence on problem decomposition and solution construction
44. Transforming a high school student project in computer science into a significant scientific achievement
45. Research methods in computing
46. Promoting women in science and technology
47. Pedagogical patterns: A means for communication within the CS teaching community of practice
48. Mini-Projects Development in Computer Science - Students' Use of Organization Tools
49. Complex analysis in computer graphics course
50. Is it really an algorithm
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