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.

GETSMART

2010 ◽  
pp. 56-77 ◽  
Author(s):  
Natasha F. Veltri ◽  
Harold W. Webb ◽  
Raymond Papp
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
Computer Science ◽  
Role Models ◽  
College Graduates ◽  
Mentoring Program ◽  
School Students ◽  
Social Mechanism ◽  
Academic Leaders

This chapter reports on the development a formal social mechanism for interaction among female IT role models, such as industry executives and recent college graduates, higher education IT academicians, and female middle school and high school students. The GETSMART (Getting Everyone To Study Math and Related Technologies) program is designed to address the national issue of low female participation in the computer science and information systems fields. The goal of this initiative is to create an innovative educational and mentoring program that encourages women to pursue studies and careers in science, technology, engineering and math (STEM). The comments of the GETSMART participants serve as a feedback loop to the program executive and academic leaders and indicate the importance of teachers, parents, role models and early STEM experiences in formation of interest in STEM.

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.

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.

Molecular Modeling as the Spark for Active Learning Approaches for Interdisciplinary Biology Teaching

2018 ◽  
Author(s):  
Antoine Taly ◽  
Francesco Nitti ◽  
Marc Baaden ◽  
samuela pasquali
Keyword(s):  
High School ◽  
High School Students ◽  
Molecular Modeling ◽  
Active Learning ◽  
Computer Science ◽  
Poster Presentation ◽  
Learning Approaches ◽  
School Students ◽  
The Subject ◽  
The Origin Of Life

<div>We present here an interdisciplinary workshop on the subject of biomolecules offered to undergraduate and high-school students with the aim of boosting their interest toward all areas of science contributing to the study of life. The workshop involves Mathematics, Physics, Chemistry, Computer Science and Biology. Based on our own areas of research, molecular modeling is chosen as central axis as it involves all disciplines. In order to provide a strong biological motivation for the study of the dynamics of biomolecules, the theme of the workshop is the origin of life. </div><div>All sessions are built around active pedagogies, including games, and a final poster presentation.</div>

Equity in high school computer science: Beyond access

2021 ◽  
pp. 147821032110630
Author(s):  
Paul Bruno ◽  
Colleen M Lewis
Keyword(s):  
High School ◽  
Native American ◽  
High School Students ◽  
Computer Science ◽  
Female Students ◽  
Racial Groups ◽  
School Students ◽  
Level Data ◽  
And Gender ◽  
K 12

Little is known about the extent to which expansions of K-12 computer science (CS) have been equitable for students of different racial backgrounds and gender identities. Using longitudinal course-level data from all high schools in California between the 2003–2004 and 2018–2019 school years we find that 79% of high school students in California, including majorities of all racial groups, are enrolled in schools that offer CS, up from 45% in 2003. However, while male and female students are equally likely to attend schools that offer CS courses, CS courses represent a much smaller share of course enrollments for female students than for male students. Non-Asian students enroll in relatively few CS courses, and this is particularly true for Black, Hispanic, and Native American students. Race gaps in CS participation are to a substantial degree explicable in terms of access gaps, but gender gaps in CS participation are not. Different groups of students have access to CS teachers with similar observable qualifications, but CS teachers remain predominantly white and male. Consequently, white and male CS students are much more likely than other students to have same-race or same-gender instructors. Our findings and the implications we draw for practice will be of interest to administrators and policymakers who, over and above needing to ensure equitable access to CS courses for students, need to attend carefully to equity-related course participation and staffing considerations.

Follow-up research about juvenile degree school students’ entrepreneur intentions and entrepreneur roles. Post-doc –study in the context of international entrepreneurship education

2019 ◽  
Vol X (1 (26)) ◽  
pp. 127-171
Author(s):  
Erkki Nevanpera
Keyword(s):  
High School ◽  
High School Students ◽  
Family Business ◽  
Role Models ◽  
Linear Regression Analysis ◽  
Close Relative ◽  
School Students ◽  
The Family ◽  
The Future ◽  
Second Degree

Th e purpose of the article is to fi nd possible prospective entrepreneurial roles and intentions of second degree students. In addition, it is being studied whether the future entrepreneurial roles and intentions of high school students are diff erent compared to the data obtained 10 years ago. Th e aim of this quantitative study is to fi nd out the following: <br/>1. What kinds of future entrepreneurial roles and intentions have second degree students now? <br/>2. What is the diff erence between the Finnish schools and the two Polish schools? <br/>3. Are there diff erences between the diff erent genders? <br/>4. What is the eff ect of role models, that is, fatherhood, motherhood and kinship / friendship with entrepreneurship? In addition, it is being studied <br/>5. Whether the future entrepreneurial roles and intentions of high school students are diff erent compared to the data obtained 10 years ago. Demographic factors include gender, school, entrepreneurial and non-entrepreneurial background, as well as entrepreneurship of a close relative / friendship circle. Th e study produces comparative data from two diff erent countries by comparing the entrepreneurial outlook. Th e material was collected in autumn 2014 by a co-meter Nevanperä (2003). Th e meter and its components have been tested several times: Nevanperä & Kansikas (2008) and (2009), Nevanperä (2014) and at the University of Eastern Finland and Vaasa In research sections C and D, a total of 39 claims (future entrepreneurial roles and intentions of students) were factored into fi ve factors to facilitate the processing of results. Th e Likert scale of 1-5 was used in the study. Th e reliables of variables (Cronbach alfas) were high except one (0.63-0.96). Th ere are a total of 324 respondents, of whom 100 are foreign. 38% of Finnish respondents are girls and 58% of foreign respondents are girls. Finnish students in the study are from 40 municipalities and cities in Finland. In the 2006-2007 survey Teuva high school had 21 respondents, Kopernikus high school 112 respondents and Evangelical high school 31 respondents. Polish students live in Cieszyn town, in southern Poland and in the surrounding Silesian province Th e study institutes are Suupohja Vocational Institute / Vocational College (92 respondents, 31% girls), Suupohja Vocational Institute / Commercial College (64 respondents, girls 47%), Suupohja Vocational Institute / Agricultural College (29 respondents, girls 18%). Teuva High School (39 respondents, 53% girls; year 2006 21 respondents, 5% girls), Polish Copernicus High School (61 respondents, 62% girls; year 2007 112, 52% girls) and Poland Evangelical High School (39 respondents, 51%; year 2007 31 respondents, 45% girls). Th e research data has been based on statistical means, deviations, meanings (variance analysis / ANOVA), linear regression analysis and t-test in University of Applied Sciences Seinäjoki. Th ere are considerable diff erences between educational institutions in attitudes towards future entrepreneurial roles and intentions. Th e future entrepreneurial roles and intentions of the Polish high school students are signifi cantly more positive than the roles and intentions of the Finnish high school students. Gender and entrepreneurship background explain most young people’s future entrepreneurial roles and intentions. Other background variables also seem to have an eff ect. Th e explanation for the family entrepreneur’s role and intention is the highest when considering the control variables. Th ese explain 19 % of the variation. Relatively, most explains the father’s entrepreneurial background and the second most gender (girl). Girls regard family business and continuing of the family business very signifi cantly less than boys. Father’s entrepreneurial attitude raises the mean very signifi cantly compared to other students. Mother’s entrepreneurial background also has an uplift ing eff ect. Subcontracting and business entrepreneurship are of interest to today’s high school students. However, there are no signifi cant diff erences between the reference years. Th e mean of family entrepreneurship in 2015 is almost signifi cantly higher than in 2006-2007. Also in the case of other analyzes, in which the results of comparisons was the data acquired in 2006-2007 and in 2015, interesting results were obtained, indicating changes that have occurred in the discussed area.

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