scholarly journals On CDIO Teaching Mode Based on Computational Thinking----A Case Study of Basic Curriculum Reform of Computer Science in CTGU

2013 ◽  
Author(s):  
Xiaoyan Ren ◽  
Yunxia Fu
Keyword(s):  
Computer Science ◽  
Curriculum Reform ◽  
Computational Thinking ◽  
Teaching Mode

scholarly journals Does Everyone Use Computational Thinking?: A Case Study of Art and Computer Science Majors

2020 ◽  
Author(s):  
Andreas Febrian ◽  
Oenardi Lawanto ◽  
Kamyn Peterson-Rucker ◽  
Alia Melvin ◽  
Shane Guymon
Keyword(s):  
Computer Science ◽  
Computational Thinking ◽  
Science Majors ◽  
Computer Science Majors

Including Students With Disabilities in the Coding Classroom

2021 ◽  
pp. 236-248
Author(s):  
Tess Levinson ◽  
Libby Hunt ◽  
Ziva Reimer Hassenfeld
Keyword(s):  
Special Education ◽  
Science Education ◽  
General Education ◽  
Computer Science ◽  
Students With Disabilities ◽  
Computer Science Education ◽  
Computational Thinking ◽  
Mild Disability ◽  
Low Incidence

This chapter discusses understandings of coding and computational thinking education for students with disabilities. The chapter describes the special education system in the United States, including limitations in how computer science education is made available to students receiving special education services. The chapter then provides a summary of research in computer science education for students with disabilities, including both high-incidence and low-incidence disabilities. A case study of a young student with a mild disability learning in a general education computational thinking program is then presented, and the implications of the case study for future research directions are discussed.

Asserting parallel computational thinking into an undergraduate computer science curriculum

2011 ◽  
Author(s):  
Edusmildo Orozco ◽  
Rafael Arce-Nazario ◽  
Peter Musial ◽  
Cynthia Lucena-Roman ◽  
Zoraida Santiago
Keyword(s):  
Computer Science ◽  
Science Curriculum ◽  
Computational Thinking ◽  
Computer Science Curriculum

KURIKULUM DAN TANTANGANNYA Studi Kasus Jurusan Perbankan Syariah di SMK Ibnu Sina

2020 ◽  
Author(s):  
Eny Puspita Ningrum
Keyword(s):  
Curriculum Reform ◽  
Face To Face ◽  
Educational Curriculum ◽  
Study Approach ◽  
Technological Advances ◽  
Life Education ◽  
Real Picture ◽  
In The Beginning

Education is an important thing that has become a necessity for every human being in order to achieve a better quality of life. Education cannot be separated from the educational curriculum, which is where the curriculum continues to develop following every development of society and technological advances. The curriculum is the heart of education and is dynamic in nature where the curriculum must always be updated or changed. From this curriculum reform and change, it is a challenge for teachers to continue to innovate to improve the quality of education. By using a qualitative research method a case study approach, it is hoped that it can explain the real picture that is being experienced by the teacher at SMK Ibnu Sina. which focuses on the Sharia Banking major due to changes in the adjusted curriculum because the world is being faced by COVID-19. In the era of COVID-19, the educational curriculum must be adjusted, which in the beginning learning can be face-to-face now has turned into a distance learning online learning model.

Withdrawn: Diabetes Mellitus Prognosis Using Fuzzy Logic and Neural Networks Case Study: Alexandria Vascular Center (AVC)

2019 ◽  
Vol 13 ◽  
Author(s):  
Abeer A. Amer ◽  
Soha M. Ismail
Keyword(s):  
Diabetes Mellitus ◽  
Neural Networks ◽  
Fuzzy Logic ◽  
Computer Science ◽  
Recent Advances ◽  
Vascular Center ◽  
Copyright Permission ◽  
Legal Right

The following article has been withdrawn on the request of the author of the journal Recent Advances in Computer Science and Communications (Recent Patents on Computer Science): Title: Diabetes Mellitus Prognosis Using Fuzzy Logic and Neural Networks Case Study: Alexandria Vascular Center (AVC) Authors: Abeer A. Amer and Soha M. Ismail* Bentham Science apologizes to the readers of the journal for any inconvenience this may cause BENTHAM SCIENCE DISCLAIMER: It is a condition of publication that manuscripts submitted to this journal have not been published and will not be simultaneously submitted or published elsewhere. Furthermore, any data, illustration, structure or table that has been published elsewhere must be reported, and copyright permission for reproduction must be obtained. Plagiarism is strictly forbidden, and by submitting the article for publication the authors agree that the publishers have the legal right to take appropriate action against the authors, if plagiarism or fabricated information is discovered. By submitting a manuscript, the authors agree that the copyright of their article is transferred to the publishers if and when the article is accepted for publication.

scholarly journals Coding as Literacy in Preschool: A Case Study

2021 ◽  
Vol 11 (5) ◽  
pp. 198
Author(s):  
Ana Francisca Monteiro ◽  
Maribel Miranda-Pinto ◽  
António José Osório
Keyword(s):  
Elementary Education ◽  
Developmentally Appropriate ◽  
Computational Thinking ◽  
School Subject ◽  
New Literacy ◽  
Computational Approaches ◽  
Knowledge Domains ◽  
And Robotics ◽  
Initial Framework

Coding is increasingly recognized as a new literacy that should be encouraged at a young age. This understanding has recontextualized computer science as a compulsory school subject and has informed several developmentally appropriate approaches to computation, including for preschool children. This study focuses on the introduction of three approaches to computation in preschool (3–6 years), specifically computational thinking, programming, and robotics, from a cross-curricular perspective. This paper presents preliminary findings from one of the case studies currently being developed as part of project KML II—Laboratory of Technologies and Learning of Programming and Robotics for Preschool and Elementary School. The purpose of the KML II project is to characterize how approaches to computation can be integrated into preschool and elementary education, across different knowledge domains. The conclusions point to “expression and communication” as an initial framework for computational approaches in preschool, but also to multidisciplinary and more creative methodological activities that offer greater scope for the development of digital and computational competences, as well as for personal and social development.

Computer Science Unplugged: A Systematic Literature Review

2021 ◽  
pp. 004723952110188
Author(s):  
Ali Battal ◽  
Gülgün Afacan Adanır ◽  
Yasemin Gülbahar
Keyword(s):  
Literature Review ◽  
Computer Science ◽  
Systematic Literature Review ◽  
Computational Thinking ◽  
Thinking Skills ◽  
Inclusion Criteria ◽  
Relevant Research ◽  
Tangible Programming ◽  
Review Procedure ◽  
Research Studies

The computer science (CS) unplugged approach intends to teach CS concepts and computational thinking skills without employing any digital tools. The current study conducted a systematic literature review to analyze research studies that conducted investigations related to implementations of CS unplugged activities. A systematic review procedure was developed and applied to detect and subsequently review relevant research studies published from 2010 to 2019. It was found that 55 research studies (17 articles + 38 conference proceedings) satisfied the inclusion criteria for the analysis. These research studies were then examined with regard to their demographic characteristics, research methodologies, research results, and main findings. It was found that the unplugged approach was realized and utilized differently among researchers. The majority of the studies used the CS unplugged term when referring to “paper–pencil activities,” “problem solving,” “storytelling,” “games,” “tangible programming,” and even “robotics.”

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