Introducing underrepresented high school students to software engineering: Using the micro:bit microcontroller to program connected autonomous cars

2020 ◽  
Vol 28 (3) ◽  
pp. 737-747 ◽  
Author(s):  
Dylan G. Kelly ◽  
Patrick Seeling
Keyword(s):  
High School ◽  
High School Students ◽  
Software Engineering ◽  
School Students ◽  
Autonomous Cars

Teaching Basic Software Engineering to Senior High School Students

2013 ◽  
pp. 149-165
Author(s):  
Barbara Köhler ◽  
Michaela Gluchow ◽  
Bernd Brügge
Keyword(s):  
High School ◽  
High School Students ◽  
Software Engineering ◽  
Software Projects ◽  
School Students ◽  
Educational Models ◽  
Freshman Year ◽  
Development Experience ◽  
Software Lifecycle

Software Engineering (SE) is an increasingly important topic as software projects increase in size, budget, and duration. The authors suggest starting teaching SE already to high school students instead of waiting until their freshman year at university. This chapter shows the principles the authors used for creating such courses. First, the authors explain which software lifecycle model the authors use, why, and how it needs to be tailored for students with very little development experience. Second, the authors discuss the educational models the authors apply to increase motivation and counter the inert knowledge problem often observed in lectures. The authors mainly focus on goal-based scenarios and scaffolding, two constructivist design methods. Finally, the authors present a case study of one course they conducted in fall 2011 with eleven high school students between ages 16 and 18.

scholarly journals A Computer Science Educational Program for Establishing an Entry Point to the Computing Community of Practice

10.28945/3224 ◽  
2008 ◽  
Author(s):  
Bruria Haberman ◽  
Cecile Yehezkel
Keyword(s):  
High School ◽  
High School Students ◽  
Software Engineering ◽  
Computer Science ◽  
Community Of Practice ◽  
Role Models ◽  
Software Projects ◽  
School Students ◽  
Contemporary World ◽  
Professional Norms

The rapid evolvement of the computing domain has posed challenges in attempting to bridge the gap between school and the contemporary world of computing, which is related to content, learning culture, and professional norms. We believe that the interaction of high-school students who major in computer science or software engineering with leading representatives ofthe computing community of practice may motivate them to pursue their studies further or pursue a career in the field. Accordingly, our program aims at exposing talented high-school students "directly by leading experts" to state-of-the-art computing research, advanced technologies, software engineering methodologies, and professional norms. The interaction between the students and the experts, who actually become role models for the students, occurs at two levels: (a) during enrichment plenary meetings, and (b) through one-to-one interaction in which students develop software projects under the apprenticeship-based supervision of professionals from the computing community of practice. In the last four years, six hundred students participated in enrichment activities; 86 of these students accomplished high-level software projects under the supervision of experts.

Teaching Basic Software Engineering to Senior High School Students

2013 ◽  
pp. 1634-1649 ◽  
Author(s):  
Barbara Köhler ◽  
Michaela Gluchow ◽  
Bernd Brügge
Keyword(s):  
High School ◽  
High School Students ◽  
Software Engineering ◽  
Software Projects ◽  
School Students ◽  
Educational Models ◽  
Freshman Year ◽  
Development Experience ◽  
Software Lifecycle

Software Engineering (SE) is an increasingly important topic as software projects increase in size, budget, and duration. The authors suggest starting teaching SE already to high school students instead of waiting until their freshman year at university. This chapter shows the principles the authors used for creating such courses. First, the authors explain which software lifecycle model the authors use, why, and how it needs to be tailored for students with very little development experience. Second, the authors discuss the educational models the authors apply to increase motivation and counter the inert knowledge problem often observed in lectures. The authors mainly focus on goal-based scenarios and scaffolding, two constructivist design methods. Finally, the authors present a case study of one course they conducted in fall 2011 with eleven high school students between ages 16 and 18.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

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