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.
"synopsis" may belong to another edition of this title.
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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Computer Science Education: Perspectives on Teaching and Learning in School
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Paperback. Condition: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less. Seller Inventory # G135005710XI5N00
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Computer Science Education: Perspectives on Teaching and Learning in School
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Condition: very_good. Cover may have light wear, pages in very good condition and binding is sturdy; may have other light shelf wear or creases. May have notes or highlighting. Seller Inventory # EVV.135005710X.VG
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Computer Science Education: Perspectives on Teaching and Learning in School
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Bloomsbury Publishing PLC, United Kingdom, London, 2018
ISBN 10: 135005710X
ISBN 13: 9781350057104
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Seller: WorldofBooks, Goring-By-Sea, WS, United Kingdom
Seller rating 5 out of 5 stars
Paperback. Condition: Very Good. Drawing together the most up-to-date research from experts all across the world, Computer Science Education provides full, current coverage of a teaching subject thats still developing. It offers the most up-to-date coverage available on this developing subject, ideal for building confidence of new PGCE students teaching a very new discipline, exploring key concepts, pedagogical approaches and assessment practices. Highlights include: - a comprehensive taxonomy of programming misconceptions from Juha Sorva - an up-to-date discussion of computational thinking by Shuchi Grover and Roy Pea - a detailed look at issues of equity in computer science education by Jill Denner and Shannon Campe - teachers and pupils attitudes are considered by Quintin Cutts and Peter Donaldson - Paul Curzon and colleagues explore a range of different strategies for teaching computer science concepts - 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. The book has been read, but is in excellent condition. Pages are intact and not marred by notes or highlighting. The spine remains undamaged. Seller Inventory # GOR009483675
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