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008			130318s2011 xxka |b 001 0 eng d
010			_a2011-926690
020			_a9780857294425 (alk. paper)
020			_a0857294423 (alk. paper)
020			_a9780857294432 (e-ISBN)
039		9	_a201402040224 _bVLOAD _c201303181104 _dalawaid _y201303181103 _zalawaid
050	0	0	_aQA76.27 _b.H39 2011
100	1		_aHazzan, Orit, _d1962- _939702
245	1	0	_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. _932565
650		0	_aActive learning. _939703
700	1		_aLapidot, Tami. _939704
700	1		_aRagonis, Noa. _939705
942			_2lcc _n0 _cBK
999			_c17977 _d17977