Synopsis
How do we teach computer science in schools? What do we know about teaching, learning and assessment? What does it mean to be a computer science teacher?
Internationally respected experts in computing education are draw on research in the field to offer guidance on teaching and learning, exploring key concepts, pedagogical approaches and assessment practices, and covering a range of topics, including:
· Computer science curricula
· Computer science as a discipline
· Computational thinking
· Teaching programming
· Programming misconceptions
· Assessment
· Mindset and attitudes
· Diversity and inclusion
· Language and computing
· Interaction and the world
Providing comprehensive and unique coverage, highlights include: a comprehensive taxonomy of programming misconceptions from Juha Sorva, an updated discussion of computational thinking by Shuchi Grover and Roy Pea and a detailed look at issues of equity in computer science education by Jill Denner and Shannon Campe. Teachers' and pupils' attitudes to computer science are considered by Quintin Cutts and Peter Donaldson, Paul Curzon and colleagues explore a range of different strategies for teaching computer science concepts, and Ira Diethelm and her colleagues highlight the difficulties presented by the language we use to talk about computer science.
The book is structured to support the reader with chapter outlines, synopses and key points. Explanations of key concepts, real-life examples and reflective points keep the theory grounded in classroom practice: essential for the critical and reflective classroom practitioner.
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About the Author
Sue Sentance is Senior Lecturer in Computer Science Education at King's College London, UK. Erik Barendsen is Professor of Science Education at Radboud University, The Netherlands. Carsten Schulte is Professor of Computer Science Education at the University of Paderborn, Germany, and Head of the Computer Science Education Research Group.
"About this title" may belong to another edition of this title.
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