MARC Record from marc_nuls

LEADER: 04262cam 2200397Ia 4500
001 9921907770001661
005 20150423141429.0
008 110309s2011 xxka b 001 0 eng d
010 $a 2011926690
020 $a0857294423
020 $a9780857294425
020 $a9780857294432 (e-ISBN)
020 $a0857294431 (e-ISBN)
035 $a(CSdNU)u485654-01national_inst
035 $a(OCoLC)706626353
035 $a(OCoLC)706626353
035 $a(OCoLC)706626353
040 $aYDXCP$cYDXCP$dWRM$dCDX$dDLC
049 $aCNUM
050 4 $aQA76.27$b.H39 2011
082 04 $a004.071$222
100 1 $aHazzan, Orit,$d1962-
245 10 $aGuide to teaching computer science :$ban activity-based approach / $cOrit Hazzan, Tami Lapidot, Noa Ragonis.
260 $aLondon ;$aNew York :$bSpringer,$cc2011.
300 $axxv, 260 p. :$bill ;$c24 cm.
504 $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.
947 $fSOE$hCIRCSTACKS$p$77.36$q1
949 $aQA76.27 .H39 2011$i31786102834063
994 $a92$bCNU
999 $aQA 76.27 .H39 2011$wLC$c1$i31786102834063$d6/28/2013$e6/5/2013 $lCIRCSTACKS$mNULS$n1$rY$sY$tBOOK$u4/24/2012