Guide to Teaching Computer Science: An Activity-Based Approach

Prologue
Contents
List of Activities
1: Introduction: What Is This Guide About?
	1.1	 Introduction
	1.2	 Motivation for Writing This Guide
	1.3	 The Methods of Teaching Computer Science (MTCS) Course
		1.3.1	 MTCS Course Overview
		1.3.2	 Course Population
		1.3.3	 Course Objectives
		1.3.4	 Recommended Teaching Methods in the MTCS Course
	1.4	 The Structure of the Guide for Teaching Computer Science
		1.4.1	 Guide Structure and Organization
		1.4.2	 The Content of the Guide Chapters
	1.5	 How to Use the Guide?
		1.5.1	 Instructors of an MTCS Course
		1.5.2	 The Prospective Computer Science Teachers Enrolled in the MTCS Course
		1.5.3	 Computer Science Instructors in the University
		1.5.4	 Instructors of In-Service Teachers’ Professional Development Programs
		1.5.5	 High School Computer Science Teachers
	1.6	 The MERge Model as Organizing Theme of the Course
	References
2: Active Learning and the Active-Learning-Based Teaching Model
	2.1	 Introduction
	2.2	 Active Learning
	2.3	 Why Active Learning Is Suitable for Implementing in the MTCS Course?
	2.4	 Active-Learning-Based Teaching Model
	2.5	 The Role of the Instructor in the Active-Learning-Based Teaching Model
	References
3: Overview of the Discipline of Computer Science
	3.1	 Introduction
	3.2	 What Is Computer Science?
	3.3	 The History of Computer Science6
	3.4	 Computer Scientists
	3.5	 Social Issues of Computer Science9
		3.5.1	 Ethics in Computer Science Education
		3.5.2	 Diversity
	3.6	 Programming Paradigms13
	References
4: Computational Thinking
	4.1	 Introduction
	4.2	 The Concept of Computational Thinking
		4.2.1	 Pedagogical Principles for Applying and Developing Computational Thinking
		4.2.2	 Theoretical Examination of Computational Thinking
		4.2.3	 Computational Thinking and Computer Science
		4.2.4	 Main Curricula Resources for Computational Thinking
	4.3	 Computational Thinking in Computer Science Teachers Preparation
	4.4	 Activities for Developing Computer Science Teachers’ Conceptions of Computational Thinking
	4.5	 Examples of Simulations That Demonstrate Computational Thinking
	References
5: Computer Science Soft Concepts and Soft Skills
	5.1	 Introduction
	5.2	 Computer Science Soft Concepts
		5.2.1	 What Are Computer Science Soft Concepts?2
		5.2.2	 Computer Science Soft Concepts in the MTCS Course
	5.3	 Computer Science Soft Skills
		5.3.1	 Soft Skills in Teamwork
		5.3.2	 Soft Skill in Computational Thinking
	References
6: Data Science and Computer Science Education
	6.1	 Introduction
	6.2	 What Is Data Science?
	6.3	 The Structure of the Discipline of Data Science
		6.3.1	 Multi-, Inter-, and Transdisciplinary Domains
		6.3.2	 The Components of the Discipline of Data Science
	6.4	 Why to Expose Computer Science Learners and Teachers to Data Science?
		6.4.1	 Learners’ Perspective
		6.4.2	 Teachers’ Perspective
	6.5	 Preliminary Knowledge
	6.6	 Learning Environments for Data Science
		6.6.1	 Textual Programing Environments for Data Science
		6.6.2	 Visual Programing Environments for Data Science
	6.7	 Summary Activities for Data Science
	6.8	 Summary
	References
7: Research in Computer Science Education
	7.1	 Introduction
	7.2	 Research in Computer Science Education: What Is It and Why and How Is It Useful?
		7.2.1	 Computer Science Education Research Categories
			7.2.1.1	 Learning
			7.2.1.2	 Learning and Teaching
			7.2.1.3	 Teaching
		7.2.2	 Computer Science Education Research on Learning and Teaching Processes
			7.2.2.1	 Computer Science Education Research from the Learner’s Perspective
			7.2.2.2	 Computer Science Education Research from the Teacher’s Perspective
		7.2.3	 Resources for Computer Science Education Research
	7.3	 Activities to Be Facilitated in the MTCS Course
	References
8: Problem-Solving Strategies
	8.1	 Introduction
	8.2	 Problem-Solving Processes
	8.3	 Problem Understanding
	8.4	 Solution Design
		8.4.1	 Defining the Problem Variables
		8.4.2	 Stepwise Refinement
		8.4.3	 Algorithmic Patterns
	8.5	 Debugging
	8.6	 Reflection
	8.7	 Collaborative Problem-Solving
	References
9: Learners’ Alternative Conceptions
	9.1	 Introduction
	9.2	 Pedagogical Tools for Dealing with Alternative Conceptions
	9.3	 Activities About Strategies for Dealing with Alternative Conceptions
	References
10: Teaching Methods in Computer Science Education
	10.1	 Introduction
	10.2	 Pedagogical Tools
		10.2.1	 Pedagogical Games
		10.2.2	 The CS-Unplugged Approach
		10.2.3	 Rich Tasks7
		10.2.4	 Concept Maps
		10.2.5	 Classification of Objects and Phenomena from Life
		10.2.6	 Metaphors
	10.3	 Different Forms of Class Organization
	10.4	 Mentoring Software Project Development13
	References
11: Lab-Based Teaching
	11.1	 Introduction
	11.2	 What Is a Computer Lab?
	11.3	 The Lab-First Teaching Approach
	11.4	 Visualization and Animation
	11.5	 Using Online Resources in the Teaching of Computer Science
	References
12: Types of Questions in Computer Science Education
	12.1	 Introduction
	12.2	 Types of Questions
		12.2.1	 Type1: Development of a Solution
		12.2.2	 Type2: Development of a Solution That Uses a Given Module
		12.2.3	 Type3: Tracing a Given Solution
		12.2.4	 Type4: Analysis of Code Execution
		12.2.5	 Type5: Finding the Purpose of a Given Solution
		12.2.6	 Type6: Examination of the Correctness of a Given Solution
		12.2.7	 Type7: Completion of a Given Solution
		12.2.8	 Type8: Instruction Manipulations
		12.2.9	 Type9: Complexity Estimation
		12.2.10	 Type10: Question Design
		12.2.11	 Type11: Programming Style Questions
		12.2.12	 Type12: Transformation of a Solution
		12.2.13	 Combining Several Types of Questions
	12.3	 Problem-Solving Questions
	12.4	 Kinds of Questions
		12.4.1	 Story Questions
		12.4.2	 Closed Questions
		12.4.3	 Unsolvable Questions
	12.5	 Assimilation of the Types of Questions to Different Computer Science Contents
	12.6	 Question Preparation
	References
13: Assessment
	13.1	 Introduction
	13.2	 Different Types of Assessment: Formative, Summative, Self-, Peer-, and Automated Assessment
		13.2.1	 Formative and Summative Assessment
		13.2.2	 Self- and Peer-Assessment
		13.2.3	 Automated Assessment
	13.3	 Tests
		13.3.1	 Test Construction and Assessment
		13.3.2	 Reference Materials to Be Used in Exams
	13.4	 Project Assessment
		13.4.1	 Individual Projects
		13.4.2	 Team Projects
	13.5	 Portfolio
	13.6	 The Evaluation of the Students in the MTCS Course
	References
14: Teaching Planning
	14.1	 Introduction
	14.2	 Top-Down Approach for Teaching Planning
		14.2.1	 Broad Perspective: Planning the Entire Curriculum
		14.2.2	 Intermediate Level Perspective: Planning the Teaching of a Study Unit
		14.2.3	 Local Level Perspective: Planning a Lesson
		14.2.4	 Building Concept Understanding in a Spiral Gradual Manner
	14.3	 Illustration: Teaching One-Dimensional Array
		14.3.1	 Planning the Teaching of a Study Unit About One-Dimensional Array
		14.3.2	 Planning the Teaching of the First Lesson About One-Dimensional Array
		14.3.3	 Illustration Summary
	14.4	 Activities About Teaching Planning to Be Facilitated in the MTCS Course
	References
15: Design of Methods of Teaching Computer Science Courses
	15.1	 Introduction
	15.2	 Integrated View at the MTCS Course Organization: The Case of Recursion
		15.2.1	 Classification of Everyday Objects and Phenomena: The Case of Recursion
		15.2.2	 Leap of Faith
		15.2.3	 Models of the Recursive Process
			15.2.3.1	 The Little People Model
			15.2.3.2	 The Top-Down Frames Model
		15.2.4	 Research on Learning and Teaching Recursion
		15.2.5	 How Does Recursion Sound?8
		15.2.6	 Assessment
		15.2.7	 Additional Pedagogical Facets of Recursion
	15.3	 Five Additional Perspectives on the MTCS Course9
	15.4	 Two Suggestions for MTCS Course Syllabi10
		15.4.1	 Course Structure
		15.4.2	 Course Syllabus
	References
16: Getting Experience in Computer Science Education
	16.1	 Introduction
	16.2	 The Practicum in the High School1
		16.2.1	 General Description
		16.2.2	 The Practicum as a Bridge Between Theory and Its Application
			16.2.2.1	 Prospective Computer Science Teachers’ Perspective: Bridging the Gap Between Theory and Practice
			16.2.2.2	 MTCS Course’s Perspective: Bridging the Gap Between Theory and Reality
			16.2.2.3	 University Mentor’s Perspective: Bridging the Gap Between Theory and the Field
	16.3	 Computer Science Teacher Training Within the Professional Development School (PDS) Collaboration Framework6
		16.3.1	 General Description of PDS and Its Main Objectives
		16.3.2	 Training Computer Science Prospective Teachers within the PDS
		16.3.3	 The Practice of Teaching within the PDS
	16.4	 A Tutoring Model for Guiding Problem-Solving Processes7
		16.4.1	 The Implementation of the Tutoring Model
		16.4.2	 The Contribution of the Mentoring Model to the Teaching Experience of the Prospective Computer Science Teachers
	16.5	 Practicum Versus Tutoring
	References
17: High School Computer Science Teacher Preparation Programs
	17.1	 Introduction
	17.2	 A Model for High School Computer Science Education
		17.2.1	 Background
		17.2.2	 The Model Components and Their Amalgamation
		17.2.3	 Connections Among the Model Components
		17.2.4	 Comments About the Model
	17.3	 Construction of a Computer Science Teacher Preparation Program: The ECSTPP Workshop
		17.3.1	 Workshop Rationale
		17.3.2	 Workshop Population
		17.3.3	 Workshop Objectives
		17.3.4	 Workshop Structure and Contents
			17.3.4.1	 Stage 1: Common Ground
			17.3.4.2	 Stage 2: 3-Day Seminar
			17.3.4.3	 Stage 3: Action
		17.3.5	 ECSTPP Workshop: Summary
	17.4	 Computer Science Teaching as an Additional Profession
		17.4.1	 Program Description and Rationale
		17.4.2	 The Computer Science Education Track of the Program
		17.4.3	 The Computer Science Students’ Perspective and Contribution
	17.5	 Learning Communities and Communities of Practice in Computer Science Education
	References
18: Epilogue
Index