scholarly journals A Bricklayer-Tech Report

2021 ◽  
Vol 20 ◽  
pp. 92-107
Author(s):  
Victor Winter ◽  
Hubert Hickman ◽  
Isabella Winter
Keyword(s):  
Computer Science ◽  
Digital Natives ◽  
The Core ◽  
Educational Environments ◽  
Engaging Student

Technology is playing an increasingly prominent role in all human endeavors, including education. Tech enables the realization of educational environments that are adaptive, interactive, and immersive. Such environments are well-suited for appropriately engaging student populations comprised of digital natives. Bricklayer is an educational ecosystem whose focus is on the development of visuospatial, mathematical, and computational abilities foundational to computer science. This article gives an updated report on the core (Ed)Tech elements comprising the Bricklayer educational ecosystem.

scholarly journals Adaptation of the Core CDIO Standards 3.0 to STEM Higher Education

2021 ◽  
Vol 30 (2) ◽  
pp. 9-21
Author(s):  
A. I. Chuchalin
Keyword(s):  
Applied Sciences ◽  
Higher Education ◽  
Engineering Education ◽  
Computer Science ◽  
High Tech ◽  
The Core ◽  
Science Technology ◽  
Postgraduate Studies ◽  
Systematic Training ◽  
And Mathematics

It is proposed to adapt the new version of the internationally recognized standards for engineering education the Core CDIO Standards 3.0 to the programs of basic higher education in the field of technology, natural and applied sciences, as well as mathematics and computer science in the context of the evolution of STEM. The adaptation of the CDIO standards to STEM higher education creates incentives and contributes to the systematic training of specialists of different professions for coordinated teamwork in the development of high-tech products, as well as in the provision of comprehensive STEM services. Optional CDIO Standards are analyzed, which can be used selectively in STEM higher education. Adaptation of the CDIO-FCDI-FFCD triad to undergraduate, graduate and postgraduate studies in the field of science, technology, engineering and mathematics is considered as a mean for improving the system of three-cycle STEM higher education.

Why Teach Coding to Early Elementary Learners

2021 ◽  
pp. 21-40
Author(s):  
Claudia M. Mihm
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Young Children ◽  
Computer Science ◽  
Computational Thinking ◽  
Early Elementary ◽  
Childhood Education ◽  
The Core ◽  
Core Concepts ◽  
Way Of Thinking

As coding and computer science become established domains in K-2 education, researchers and educators understand that children are learning more than skills when they learn to code – they are learning a new way of thinking and organizing thought. While these new skills are beneficial to future programming tasks, they also support the development of other crucial skills in early childhood education. This chapter explores the ways that coding supports computational thinking in young children and connects the core concepts of computational thinking to the broader K-2 context.

scholarly journals Where Do IT Staff Position Themselves: A Case Study Exploring Common Ground

10.28945/2604 ◽  
2003 ◽  
Author(s):  
Kay Fielden
Keyword(s):  
Information Systems ◽  
New Zealand ◽  
Software Engineering ◽  
Computer Science ◽  
Participatory Research ◽  
Poster Session ◽  
Common Ground ◽  
Professional Affiliation ◽  
The Core

This paper describes a qualitative participatory research project conducted at the National Advisory Committee on Computing Qualifications Conference in New Zealand (NACCQ2002). Data was gathered at a dynamic poster session. Results obtained indicated that majority of computing academics in the polytechnic community in New Zealand regard themselves as teaching in the core overlapping areas of Software Engineering, Computer Science and Information Systems, regardless of their professional affiliation. Most participants taught subjects that lay within the Information Systems area; very few positioned themselves in the exclusively Computer Science or Software Engineering areas, or in the ove r-lap between Software Engineering and Computer. Results from this research are discussed in the paper.

scholarly journals Computational Intention

2020 ◽  
Vol 63 (1) ◽  
pp. 19-30
Author(s):  
Raymond Turner
Keyword(s):  
Computer Science ◽  
Formal Languages ◽  
Type Inference ◽  
Philosophy Of Computer Science ◽  
The Core ◽  
Inference Systems

Abstract The core entities of computer science include formal languages, spec-ifications, models, programs, implementations, semantic theories, type inference systems, abstract and physical machines. While there are conceptual questions concerning their nature, and in particular ontological ones (Turner 2018), our main focus here will be on the relationships between them. These relationships have an extensional aspect that articulates the propositional connection between the two entities, and an intentional one that fixes the direction of governance. An analysis of these two aspects will drive our investigation; an investigation that will touch upon some of the central concerns of the philosophy of computer science (Turner 2017).

scholarly journals Freedom In Teaching Applied To Computer Science Education And Its Relationship To Accreditation And Diversity

2011 ◽  
Vol 6 (7) ◽  
Author(s):  
Osama Shata
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Learning Objects ◽  
Teaching Profession ◽  
Academic Institutions ◽  
The Core ◽  
The Subject

Much of the literature reviewed on the subject of freedom in teaching seems to emphasize that it is not only highly desirable and appreciated but deeply embedded in the core of the teaching profession. Although freedom in teaching has been used to mean freedom of academic institutions, instructors and students, but it has focused mostly on freedom of instructors in classrooms to discussmaterials relevant to their courses and in their research. The intention behind this paper is not to look for evidence to support what is already known, but rather to contribute to the understanding of the subject by extending what is meant by the term freedom in teaching to cover freedom of disciplines. This paper seeks to use this extension to propose that freedom in teaching can help addressing and responding to many challenges that face a rapidly changing discipline such as the discipline of Computer Science. The paper focuses on how freedom in teaching computer science at both program and course levels may play a pivot role in responding to some of the disciplines challenges. The paper also seeks to link freedom in teaching to issues such as diversity, accreditation and learning objects. The paper concludes by discussing the disadvantages and burdens that may come with freedom in teaching. Although that this paper focuses on the discipline of Computer Science as a case to study, but the arguments and discussion may be generalized to cover other disciplines that face similar challenges.

scholarly journals A Cross-analysis of Block-based and Visual Programming Apps with Computer Science Student-Teachers

2019 ◽  
Vol 9 (3) ◽  
pp. 181 ◽  
Author(s):  
João ◽  
Nuno ◽  
Fábio ◽  
Ana
Keyword(s):  
Secondary Education ◽  
Science Teacher ◽  
Computer Science ◽  
Student Teachers ◽  
Computational Thinking ◽  
Visual Programming ◽  
The Core ◽  
Primary And Secondary Education ◽  
Block Based ◽  
Core Characteristics

In the last few years, it has been pointed out that teaching programming is a strong strategy to develop pupils’ competences in computational thinking (CT). In the Portuguese context, the curriculum changes in 2018 made programming and CT compulsory for every pupil in primary and secondary education. Nowadays, there is an information and communication technology (ICT) subject, taught by a computer science teacher in each school grade. In Portugal, to become a computer science teacher in primary and secondary education, it is compulsory to have a master’s degree in computer science education. This article reports on a pedagogical activity developed with student-teachers of a Master in Teaching Informatics at the University of Lisbon. Within the activities of the master’s program, we developed a cross-analysis of the core characteristics of 26 block-based and visual programming applications (apps) used to teach computational thinking and programming in school classes. In order to organize the analysis, a framework with several dimensions was developed and used by student-teachers to register the characteristics of each app. The product of this work is a comparative matrix mapping the core characteristics of each of the 26 apps that student-teachers used to select the most appropriate one for teaching programming and computational thinking according to each grade, age group and other characteristics.

scholarly journals Founded semantics and constraint semantics of logic rules

2020 ◽  
Vol 30 (8) ◽  
pp. 1609-1668 ◽  
Author(s):  
Yanhong A Liu ◽  
Scott D Stoller
Keyword(s):  
Computer Science ◽  
Linear Time ◽  
Russell’S Paradox ◽  
The Core ◽  
Binary Choices ◽  
Russell's Paradox ◽  
Straightforward Extension

Abstract Logic rules and inference are fundamental in computer science and have been studied extensively. However, prior semantics of logic languages can have subtle implications and can disagree significantly, on even very simple programs, including in attempting to solve the well-known Russell’s paradox. These semantics are often non-intuitive and hard-to-understand when unrestricted negation is used in recursion. This paper describes a simple new semantics for logic rules, founded semantics, and its straightforward extension to another simple new semantics, constraint semantics, that unify the core of different prior semantics. The new semantics support unrestricted negation, as well as unrestricted existential and universal quantifications. They are uniquely expressive and intuitive by allowing assumptions about the predicates, rules and reasoning to be specified explicitly, as simple and precise binary choices. They are completely declarative and relate cleanly to prior semantics. In addition, founded semantics can be computed in linear time in the size of the ground program.

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