Computer science in Dutch secondary education: independent or integrated?

Nowadays, in Dutch secondary education, computer science is integrated within school subjects. About ten years ago computer science was considered an independent subject, but in the mid-1980s this idea changed. In our study we investigated whether the objectives of teaching computer science as an independent subject are met when computer science is integrated within school subjects. The main problem was that there was no formal curriculum of computer science as an independent subject. Therefore we interviewed 13 experts in the field of computer science and then compared this formal curriculum with the operational (integrated) curriculum, which is still in the development stage. It appears that most of the components of the formal curriculum are being covered by the operational curriculum, and we therefore concluded that these curricula are equivalent, although there may be differences in the level of teaching. In our opinion the best approach to computer science is to combine the independent and the integrated approaches

Case study - improving teaching and learning effectiveness of computer science courses

This paper summarizes our experience teaching several courses at Metropolitan College of Boston University Computer Science department over five years. A number of innovative teaching techniques are presented in this paper. We specifically address the role of a project archive, when designing a course. This research paper explores survey results from every running of courses, from 2014 to 2019. During each class, students participated in two distinct surveys: first, dealing with key learning outcomes, and, second, with teaching techniques used. This paper makes several practical recommendations based on the analysis of collected data. The research validates the value of a sound repository of technical term projects and the role such repository plays in effective teaching and learning of computer science courses.Accepted manuscrip

Measuring the effectiveness of computer-based scientific visualisations for conceptual development in Australian chemistry classrooms

Visual modes of representation have always been very important in science and science education. Interactive computer-based animations and simulations offer new visual resources for chemistry education. Many studies have shown that students enjoy learning with visualisations but few have explored how learning outcomes compare when teaching with or without visualisations. This study employs a quasi-experimental crossover research design and quantitative methods to measure the educational effectiveness - defined as level of conceptual development on the part of students - of using computer-based scientific visualisations versus teaching without visualisations in teaching chemistry. In addition to finding that teaching with visualisations offered outcomes that were not significantly different from teaching without visualisations, the study also explored differences in outcomes for male and female students, students with different learning styles (visual, aural, kinesthetic) and students of differing levels of academic ability

A Case Study on Elementary Teachers’ Experiences Teaching Computer Science

Computer science is an academic discipline that provides a new foundational skill for all students. The discipline helps students develop critical thinking skills and teaches students how to move beyond merely using technology to becoming creators. The importance of computer science has been recognized across the country as states are working to train staff, adopt standards, and create implementation plans. As the demand for computer science learning opportunities increase, elementary teachers need the necessary supports to help ensure equitable access for all students. The purpose of this qualitative case study was to gain an understanding elementary teachers’ experiences teaching computer science. Two research questions guided this study: What barriers do elementary teachers experience in teaching computer science to students? What strategies do elementary teachers develop in their experience teaching computer science to students? The data collection instruments were primary semistructured interviews, secondary semistructured interviews, and documents. The inductive analysis model was used to analyze the collected data from the semistructured interviews. The typological analysis model was used to analyze the documents. The key findings of this study revealed that elementary teachers experience internal and external barriers in teaching computer science. Participants understood the importance of teaching computer science to their students, prompting them to persevere and develop new strategies in their pedagogical approaches. Interviewees also developed strategies to limit the impact of the barriers they experienced teaching elementary computer science

Design of a processor to support the teaching of computer systems

Teaching computer systems, including computer architecture, assembly language programming and operating system implementation, is a challenging occupation. At the University of Waikato this is made doubly true because we require all computer science and information systems students study this material at second year. The challenges of teaching difficult material to a wide range of students have driven us to find ways of making the material more accessible. The corner stone of our strategy for delivering this material is the design and implementation of a custom CPU that meets the needs of teaching. This paper describes our motivation and these needs. We present the CPU and board design and describe the implementation of the CPU in an FPGA. The paper also includes some reflections on the use of a real CPU rather than a simulation environment. We conclude with a discussion of how the CPU can be used for advanced classes in computer architecture and a description of the current status of the project

A Web/Grid Services Approach for Integration of Virtual Clinical & Research Environments

Clinicans have responsibilities for audit and research, often participating in projects with basic scientist colleagues. Our work in a regional teaching hospital setting involves collaboration with the medical school computer services and builds upon work developed in computer science department as part of the Collaborative Orthopaedic Research Environment (CORE) project[1]. This has established a pilot study for proof of concept work. Users are mapped to a personal profile implemented using XML and a service oriented architecture (SOA)[2,3]. This bridges the e-Health and e-Science domains, addressing some of the basic questions of security and uptake

Connecting Undergraduate Students as Partners in Computer Science Teaching and Research

Connecting undergraduate students as partners can lead to the enhancement of the undergraduate experience and allow students to see the different sides of the university. Such holistic perspectives may better inform academic career choices and postgraduate study. Furthermore, student involvement in course development has many potential benefits. This paper outlines a framework for connecting research and teaching within Computer Science- though this is applicable across other disciplines. Three case studies are considered to illustrate the approach. The first case study involves students in their honours’ stage (level 6, typically 3rd year) project, the second an undergraduate intern between stages 5 and 6, and finally, a MSc (level 7) project. All three case studies have actively involved students in core parts of the University’s teaching and research activities, producing usable software systems to support these efforts. We consider this as a continuing engagement process to enhance the undergraduate learning experience within Computer Science

Computer-based collaborative concept mapping : motivating Indian secondary students to learn science : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand

This is a study of the design, development, implementation and evaluation of a teaching and learning intervention. The overarching aim of the study was to investigate the effectiveness of the intervention ‘Computer-based Collaborative Concept Mapping’ (CCCM) on Indian secondary students’ conceptual learning and motivation towards science learning. CCCM was designed based on constructivist and cognitive theories of learning and reinforced by recent motivation theories. The study followed a Design-based research (DBR) methodology. CCCM was implemented in two selected Indian secondary grade 9 classrooms. A quasi-experimental Solomon Four-Group research design was adopted to carry out the teaching experiment and mixed methods of data collection were used to generate and collect data from 241 secondary students and the two science teachers. The intervention was designed and piloted to check the feasibility for further implementation. The actual implementation of CCCM followed the pilot testing for 10 weeks. Students studied science concepts in small groups using the computer software Inspiration. Students constructed concept maps on various topics after discussing the concepts in their groups. The achievement test ATS9 was designed and administered as a pre-post-test to examine the conceptual learning and science achievement. Students’ responses were analysed to examine their individual conceptual learning whereas group concept maps were analysed to assess group learning. The motivation questionnaire SMTSL was also administered as a pre-post-test to investigate students’ initial and final motivation to learn science. At the end of the teaching experiment, the science teachers and two groups of students were interviewed. Analyses of the quantitative data suggested a statistically significant enhancement of science achievement, conceptual learning and motivation towards science learning. The qualitative data findings revealed positive attitudes of students and teachers towards the CCCM use. Students and teachers believed that CCCM use could promote conceptual learning and motivate students to learn science. Both students and teachers preferred CCCM over on-going traditional didactic methods of teaching-learning. Some enablers and barriers identified by teachers and students in the Indian science classroom context are also explored and discussed. A framework for enhancing secondary school students’ motivation towards science learning and conceptual learning is proposed based on the findings. The findings of the study also contribute to addressing the prevailing learning crisis in Indian secondary school science classrooms by offering CCCM an active and participatory instructional strategy as envisioned by the Indian National Curriculum Framework 2005