The Flipped Computer Science Classroom: A Modern Approach to Programmed Instruction

2020 ◽  
pp. 135-148
Author(s):  
Jilian L. Reynolds ◽  
Desiree Tan
Keyword(s):  
Computer Science ◽  
Science Classroom ◽  
Programmed Instruction ◽  
Modern Approach

Mobile Learning in a Large Blended Computer Science Classroom: System Function, Pedagogies, and Their Impact on Learning

2009 ◽  
Vol 52 (4) ◽  
pp. 538-546 ◽  
Author(s):  
Ruimin Shen ◽  
Minjuan Wang ◽  
Wanping Gao ◽  
Daniel Novak ◽  
Lin Tang
Keyword(s):  
Computer Science ◽  
Mobile Learning ◽  
Science Classroom ◽  
System Function

Integration of simulators in virtual 3D computer science classroom

2014 ◽  
Author(s):  
Irina Branovic ◽  
Ranko Popovic ◽  
Nenad Jovanovic ◽  
Roberto Giorgi ◽  
Bosko Nikolic ◽  
...  
Keyword(s):  
Computer Science ◽  
Science Classroom

scholarly journals Amodern Approach to its Education Morphology From Ancients to Modernists "

2018 ◽  
Vol 227 (1) ◽  
pp. 101-122
Author(s):  
Assist. Prof. Dr. Israa Amer Shamsulddin
Keyword(s):  
Computer Science ◽  
Time Factor ◽  
Modern Approach ◽  
Mathematical Teaching ◽  
Experience Teaching ◽  
Holy Quran ◽  
The Holy Quran

   Morphology is an a ccurate and highly branched science. My experience teaching it made me realize some axes that either applied today or  hoped to de applied soon. In my  research – Morphology From Ancients  to Modernists, A Modern approach to its Education- I used the ancients' argument concerning the difficulty of this science, as areference to base my research upon. Thus based on its mechanisms of modernizations, I have divided this research, in order to make it easier for academic students, into anumber of axes that include mathematical teaching with figures and equations, in order for it to be memorized and easily rememberd by students during their exams and for their scientific future in general.    In addition, an acoustic curriculum should be adopted during morphology classes so that the information is more frequently repeated and again making it easier for students.    Also, explaining the indications of morphological construction so that the students can recognize their uses and use them correctly in their academic future. For ther more, releasing morphology from stagnation into revitalization and motion making it a more desirable science for studying. This process is, of course, dependent upon the provided time factor, the techniques used in students' examinations (Which are based on written exams) and using the Holy Quran verses, Arabic poems, and literary prose instead of normal examples currently in use-finally I have highlighted the significance of technically performing these points to make students realize how computer science development can server this science.

scholarly journals Gender differences in learning styles: Nurturing a gender and style sensitive computer science classroom

2010 ◽  
Vol 26 (7) ◽  
Author(s):  
Wilfred Wing Fat Lau ◽  
Allan Hoi Kau Yuen
Keyword(s):  
Learning Styles ◽  
Computer Science ◽  
Learning Style ◽  
Computer Programming ◽  
Computer Anxiety ◽  
Science Classroom ◽  
Pedagogical Practices ◽  
Science Field ◽  
Gregorc Style Delineator ◽  
Number Of Factors

<span>The gender digital divide has been widely discussed and researched over the years. Previous studies have focused on a number of factors such as computer attitude, computer anxiety, computer self-efficacy, and computer experience. This study empirically tested the sensitivity of a learning style instrument, the </span><em>Gregorc Style Delineator</em><span> (GSD), to gender in a sample of students who studied computer programming in Hong Kong secondary schools. Results indicated that females had higher preference for concrete sequential (CS) and abstract random (AR) compared with males. Males had higher preference for concrete random (CR) than females. From these results, we proposed learning style-based pedagogical practices to teach computer programming. In order to address the needs of female students, we further proposed that learning style-based pedagogical practices need to move from a gender neutral to gender sensitive approach. This proposal helps to improve student learning through individualisation in pedagogy in terms of gender and learning styles and contributes to a gender and style sensitive computer science classroom. Eventually, through various remedial interventions, we anticipate more female participation in computer science field and hence the gender issue is addressed.</span>

Exploring Politicized Trust in a Racially Diverse Computer Science Classroom

2019 ◽  
Vol 22 (4) ◽  
pp. 545-567 ◽  
Author(s):  
Sepehr Vakil ◽  
Maxine McKinney de Royston
Keyword(s):  
Computer Science ◽  
Science Classroom ◽  
Racially Diverse

MAgICS

2011 ◽  
pp. 1-25 ◽  
Author(s):  
Forrest Stonedahl ◽  
Michelle Wilkerson-Jerde ◽  
Uri Wilensky
Keyword(s):  
Computer Science ◽  
Science Classroom ◽  
Multi Agent Systems ◽  
Design Strategies ◽  
Agent Systems ◽  
Preliminary Version ◽  
Multi Agent ◽  
Upper Level ◽  
Deep Integration ◽  
Science Framework

The authors present a preliminary version of the MAgICS (Multi-Agent Introduction to Computer Science) framework, which is a new approach for revitalizing introductory undergraduate or high school computer science curricula through the deep integration of agent-based modeling (ABM) and multi-agent systems (MAS) perspectives. The authors discuss the merits of using multi-agent systems as a lens for conceptual understanding across disciplines, compare multi-agent approaches to traditional serial ones, and explore how this approach can bring together disparate topics in computer science through the common focus on emergent systems to promote a broader view of the field as a whole. To exemplify this approach, they have developed a suite of curricular models for topics spanning from searching and sorting to machine learning and networks and security. By introducing these topics with a focus on parallel, distributed, and stochastic methods, they can make traditionally upper-level topics both motivating and accessible to introductory-level students. The authors review findings from a short implementation of several elements of MAgICS in an introductory computer science classroom with regard to student motivation and evidence of learning of distributed design strategies.

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