000 | 03846cam a22002897a 4500 | ||
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999 |
_c124782 _d124782 |
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001 | 16719957 | ||
005 | 20180111171119.0 | ||
008 | 110404s2011 xxka b 001 0 eng d | ||
010 | _a 2011926690 | ||
020 | _a9781447166290 (hb) | ||
035 | _a(OCoLC)ocn706626353 | ||
040 |
_aYDXCP _cYDXCP _dWRM _dCDX _dDLC |
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042 | _alccopycat | ||
050 | 0 | 0 |
_aQA76.27 _b.H39 2011 |
082 | 0 | 4 |
_a004.071 HAZ/Gui _222 |
100 | 1 |
_aHazzan, Orit, _d1962- |
|
245 | 1 | 0 |
_aGuide to teaching computer science :an activity-based approach - 2nd ed. _b _cOrit Hazzan, Tami Lapidot, Noa Ragonis. |
260 |
_aLondon ; _bSpringer, _c2014 |
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300 |
_axxiv, 296 p. : _bill. ; _c24 cm. |
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500 | _aIncludes bibliographical references and index. | ||
505 | 0 | _aIntroduction-What is this guide about. -- Introduction -- Motivation for writing this guide -- The methods of teaching computer science (MTCS) course -- The structure of the guide to teaching computer science -- How to use the guide? -- Active learning and the active-learning-based teaching model. -- Introduction -- Active learning -- Why active learning is suitable for implementation -- Active-learning-based teaching model -- The role of the instructor in the active-learning-based teaching model -- Overview of the discipline of computer science. -- Introduction -- What is computer science? -- The history of computer science -- Computer scientists -- Social issues of computer science -- Programming paradigms -- Computer science soft ideas -- Research in computer science education. -- Introduction -- Research in computer science education: what it is and why and how it is useful? -- MTSC course activities -- Problem solving strategies. -- Introduction -- Problem-solving processes -- Problem understanding -- Solution design -- Solution examination -- Reflection -- Learners' alternate conceptions. -- Introduction -- Pedagogical tools for dealing with alternative conceptions -- Activities to be facilitated in MTCS course -- Teaching methods in computer science education. -- Introduction -- Pedagogical tools -- Different forms of class organization -- Mentoring software project development -- | |
505 | 0 | _aLab-based teaching. -- Introduction -- What is a computer lab? -- Lab-first approach -- Visualization and animation -- Using the internet in the teaching of computer science -- Types of questions in computer science education. -- Introduction -- Types of questions -- Kinds of answers -- Assimilation of the types of questions to different computer science contents -- Question preparation -- Evaluation. -- Introduction -- Tests -- Project evaluation -- Portfolio -- The evaluation of the students in the MTCS course -- Teaching planning. -- Introduction -- Top-down approach for teaching planning -- Illustration: teaching one-dimensional array -- Activities to be facilitated in the MTCS course -- Integrated view at the MTCS course organization -- the case of recursion. -- Introduction -- Classification of everyday objects and phenomena: the case of recursion -- Leap of faith -- Models of the recursive process -- Research on learning and teaching recursion -- How does recursion sound? -- Evaluation -- Additional activities -- Getting experience in computer science education. -- Introduction -- The practicum in the high school -- A tutoring model for guiding problems -- Practicum versus tutoring -- Design of a methods of teaching computer science course. -- Perspectives on the MTCS course -- Suggestions of the MTCS course syllabi -- High school computer science teacher preparation programs. -- A model for high school computer science education -- Construction of a computer science teacher preparation -- Epilogue. | |
650 | 0 |
_aComputer science _xStudy and teaching. |
|
650 | 0 | _aActive learning. | |
700 | 1 | _aLapidot, Tami. | |
700 | 1 | _aRagonis, Noa. |