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008 110422s2011 xxk| s |||| 0|eng d
020 _a9780857294432
_9978-0-85729-443-2
040 _cMX-MeUAM
050 4 _aLB1028.43-1028.75
082 0 4 _a374.26
_223
100 1 _aHazzan, Orit.
_eauthor.
245 1 0 _aGuide to Teaching Computer Science
_h[recurso electrónico] :
_bAn Activity-Based Approach /
_cby Orit Hazzan, Tami Lapidot, Noa Ragonis.
264 1 _aLondon :
_bSpringer London,
_c2011.
300 _aXXV, 260 p.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _aIntroduction -- Active Learning and the Active-Learning-Based Teaching Model -- Overview of the Discipline of Computer Science -- Research in Computer Science Education -- Problem Solving Strategies -- Learners' Alternative Conceptions -- Teaching Methods in Computer Science Education -- Lab-Based Teaching -- Types of Questions in Computer Science Education -- Evaluation -- Teaching Planning -- Integrated View at the MTCS Course Organization: The Case of Recursion -- Getting Experience in Computer Science Education -- Design of a Methods of Teaching Computer Science Course -- High School Computer Science Teacher Preparation Programs -- Epilogue.
520 _aThe dynamic evolution of the field of computer science (CS) also poses educational and pedagogical challenges, such as issues of CS teacher recruitment, pre-service teacher preparation, support for teachers' ongoing professional development, and the design of teaching and learning material. This unique Guide to Teaching Computer Science presents both a conceptual framework and detailed implementation guidelines for general CS teaching. The content is clearly written and structured to be applicable to all levels of CS education and for any teaching organization, without limiting its focus to instruction of any specific curriculum, programming language or paradigm. Topics and features: Presents an overview of curriculum topics in CS, and of research in CS education Examines strategies for teaching problem-solving, pupil evaluation, and for dealing with pupils’ misunderstandings Provides learning activities throughout the book Proposes active-learning-based classroom teaching methods, as well as methods for lab-based teaching Discusses various types of questions that a CS instructor, tutor, or trainer can use for a range of teaching situations Investigates thoroughly issues of lesson planning and course design Describes frameworks by which prospective CS teachers gain their first teaching experience Drawing on the authors’ experience of more than two decades of teaching and research in CS education, this concise, thorough and easy-to-follow book is eminently suitable for use as either a teaching guide for all CS instructors or as a textbook for CS teacher training programs. Dr. Orit Hazzan is an associate professor in the Department of Education in Technology and Science at Technion – Israel Institute of Technology, Haifa, Israel. Dr. Tami Lapidot is Executive Manager of Machshava – the Israeli National Center for Computer Science Teachers, Haifa, Israel. Dr. Noa Ragonis is a lecturer in the Department of Computer Science at Beit Berl College, Israel.
650 0 _aComputer science.
650 0 _aEducation.
650 0 _aScience
_xStudy and teaching.
650 1 4 _aComputer Science.
650 2 4 _aComputers and Education.
650 2 4 _aTeaching and Teacher Education.
650 2 4 _aScience Education.
700 1 _aLapidot, Tami.
_eauthor.
700 1 _aRagonis, Noa.
_eauthor.
710 2 _aSpringerLink (Online service)
773 0 _tSpringer eBooks
776 0 8 _iPrinted edition:
_z9780857294425
856 4 0 _zLibro electrónico
_uhttp://148.231.10.114:2048/login?url=http://link.springer.com/book/10.1007/978-0-85729-443-2
596 _a19
942 _cLIBRO_ELEC
999 _c198439
_d198439