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Proceedings ArticleDOI: 10.1145/2676723.2677322
24 Feb 2015-
Abstract: Changing the landscape of computer science education at the high school level is a key component of several initiatives of (1) the National Science Foundation (NSF), e.g., as the cornerstone of the CE21 program partnered with academic institutions and (2) the private sector with both non-profits such as Code.org, CodeVA, and MassCan; and for-profits such as Tynker, CodeHS, and Trinket. This collaboration between privately and publicly funded initiatives is designed to reach every student; and to achieve this at scale.

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3 Citations


Open accessProceedings Article
01 Jan 1983-
Topics: AP Computer Science (81%), Science education (73%), Information and Computer Science (68%) ...read more

3 Citations


Open accessJournal ArticleDOI: 10.26716/JCSI.2019.02.1.2
Douglas D. Havard1, Keith E. Howard1Institutions (1)
28 Feb 2019-
Abstract: This article compares the two most prominent courses of Advanced Placement (AP) computer science study offered throughout 9-12 grades in the U.S. The structure, guidelines, components, and exam formats of the traditional AP Computer Science A course and the relatively newer AP Computer Science Principles course were compared to examine differences in content and emphases. A depth-of-learning analysis was conducted employing Bloom’s Revised Taxonomy to examine potential differences in rigor and challenge represented by the two options, particularly as it relates to acquiring computer programming proficiency. Analyses suggest structural differences in both course content and end-of-course exam components likely result in less depth and rigor in the new Computer Science Principles course as compared to the Computer Science A course. A lower minimum standard for learning programming skills in the Computer Science Principles course was observed, making it a less viable option for students looking to acquire skills transferable to future computer science study or employment. The potential implications for students choosing the new course over the traditional offering, as well as for schools opting for the new course as its sole or primary offering are discussed.

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5 Citations


Journal ArticleDOI: 10.1145/1215942.1215945
Abstract: Computer Sciences (CS) are having a major impact on recent scientific developments. As any other basic science, the CS is publicly perceived as an open and free science that is trying to make progress in any possible direction, resolving scientific problems in its arena and dealing with pure scientific and issues and theoretical questions per se. In this paper I claim that this is not the case. CS is heavily controlled by commercial forces, which dictate its progress, goals and future directions. The new developments in the CS arena are in most cases the result of the market needs. Several research projects at the universities are funded by the industry, dealing with issues with a clear industrial aspect. Public funds, such as the 6th European Framework project allocates a major portion of their funds for industrial research. The IEEE and ACM, the most respectful technology organizations of the CS, are governed by the industry and the universities at about equal share. The industry is holding patent rights for several CS research results, and CS scientists are issuing patents for their research because it may have a significant economic value. The CS is not an open science, in terms of Popper definition.

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2 Citations


Proceedings ArticleDOI: 10.1145/1352135.1352167
12 Mar 2008-
Abstract: Generating interest in specialized areas of Computer Science (CS) is one of the goals of the department of Computer and Information Science at Spelman College as with most departments. Achieving this goal in a new, exciting, and innovative manner provided the inspiration to establish the Spelman College Computer Science Olympiad (SC CS Olympiad). The SC CS Olympiad is patterned after the Olympics athletic event. Students participate in the Olympiad as a part of a team as with the Olympics. In addition, there are several events for competition as there are in the Olympics. The events are designed to expose students to the interesting breadth of CS over several days. In this paper, the events are in the following categories: Cryptography, Robotics, Website Design, Hardware and Software Integration, and Programming. Teams use their CS knowledge and problem-solving skills to complete hands-on exercises in each area. Each teams receives points based on the quality of their results from the exercise. In this paper, we present the implementation, results, and future directions of the Spelman College Computer Science Olympiad.

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Topics: Olympiad (75%)

10 Citations


Open access
Maria Knobelsdorf1, Carsten Schulte1Institutions (1)
15 Nov 2007-
Abstract: In order to increase participation in Computer Science (CS), contextual approaches are often suggested for teaching. Although these approaches are quite promising, we do not know what exactly context means and how CS teaching should implement these approaches. In the broadest sense CS in context means that CS is linked to subject areas outside CS, helping students to perceive CS as a meaningful, useful, and helpful subject that is established in outside arenas. The study we present in this paper explores the characteristics of CS in context that form possible pathways into the field. For this purpose, we analyse the computing experiences of students majoring in CS-related fields. The study is part of our research project about computing processes. In this project, we investigate students' computing experiences in order to understand how students' interests, motivation, and requirements for computing develop and how computing influences their understanding of CS. In the current study, we examine general qualitative aspects of CS in context, especially activities and habits that sharpen and stabilize students' self-image and world-image. Because we find surprisingly few examples of specific contexts (such as subject areas) that are related to students' subject choice, we finish this paper with a discussion about possible reasons and conclusions for further studies.

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Topics: Context (language use) (52%)

25 Citations


Proceedings ArticleDOI: 10.1145/1953163.1953317
Tim Bell1, Lynn Lambert2Institutions (2)
09 Mar 2011-
Abstract: This paper describes the design, implementation, and evaluation of a course teaching Computer Science majors about teaching Computer Science. The course was designed to address the need for teachers and resources to support rapid changes in topics being taught in high schools. It also helped prepare students for research in Computer Science Education, and for careers involving computing and education. The course is described in detail, and is evaluated based on student feedback and the outcomes from the course.

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Topics: AP Computer Science (76%), Science education (69%)

4 Citations


Open accessBook
01 Mar 1998-
Abstract: From the Publisher: A Computer Science Tapestry provides a compelling introduction to computer science and program using C++. Drawing from real-world examples, the text exploits the best features of C++ in teaching programming, computer science, and problem-solving and software engineering skills. The book is designed to be used by students with no programming experience but provides a solid introduction to C++ and object-based object-oriented programming for those with knowledge of another programming language. The book focuses on reading, using, and modifying classes before designing and implementing them; the classes are based on industry-accepted standards but have been developed and tested for use by beginning students. Emphasizing recent approaches to programming and pedagogy, students use classes as clients or apprentices to begin their study of programming and computer science and as a gradual introduction to object-based programming. In later chapters, class implementations are used to study advanced features of C++.

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Topics: Extensible programming (67%), Imperative programming (66%), Programming language theory (66%) ...read more

8 Citations



Proceedings ArticleDOI: 10.1145/1734263.1734418
Ketrina Yim1, Daniel D. Garcia1, Sally Ahn1Institutions (1)
10 Mar 2010-
Abstract: Computer Science Illustrated1 is an endeavor to help visual learners comprehend computer science topics through a series of resolution-independent illustrations, which are made available online for use as handouts in class and posters in the computer labs. These illustrations are designed to present concepts as engaging and memorable visual metaphors combined with concise explanations or short narratives, intended to maintain the students' interest and facilitate retention. An additional goal of the project is to make learning the concepts an entertaining experience through the use of colorful and whimsical characters in the illustrations. In producing our twenty-seven illustrations, we determined which topics were most difficult for students to understand in our university's introductory computer science courses and followed a step-by-step process of design, redesign, and revision to generate our illustrations. We also assessed the effectiveness of our creations, using both subjective and objective measures.

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Topics: Visual learning (51%)

4 Citations