scholarly journals A Mobile Suitcase for Informatic Teachers Related to the “Digital” Didactic Goals of the 21st Century

2021 ◽  
Vol 3 (3) ◽  
pp. 63-70
Author(s):  
Jens Nothacker
Keyword(s):  
High School ◽  
Qualitative Analysis ◽  
Computer Science ◽  
Science Teachers ◽  
21St Century ◽  
Market Analysis ◽  
Science Laboratory ◽  
The Cost ◽  
Network Diagrams

This study deals with the optimal equipment of a mobile case for computer science teachers, which offers the possibility to teach the skills of the curricula from primary to high school of the 21st century. First, the Single Board Computers (SBCs) in question are filtered out from previous studies and the accessory parts required are determined through a quantitative market analysis. Then, by combining the results with a qualitative analysis according to Mayring, the degree of curricular coverage of individual accessories is determined and binarized. Afterwards, the optimal equipment of the mobile case is evaluated and established based on the cost overlap by horizontal summation and vertical inclusion of the necessary accessories after recording the prices and the budget. The results were clearly presented in network diagrams and lists. This study thus provides computer science teachers and computer science professors with a budget-dependent basis for making decisions about the contents of a mobile case for computer science lessons or a computer science laboratory for learning the skills of the curricula from primary to high school of the 21st century. The study closes with a summary and an outlook.

Not All Borders Are Global: Exploring Teacher-Librarian Collaboration in Math and Science

2016 ◽  
Author(s):  
Don Latham ◽  
Melissa Gross ◽  
Heidi Julien ◽  
Shelbie Witte
Keyword(s):  
High School ◽  
Focus Groups ◽  
Science Teachers ◽  
21St Century ◽  
21St Century Skills ◽  
High School Math ◽  
Math And Science ◽  
Public Librarians ◽  
Groupes De Discussion ◽  
Math And Science Teachers

This poster reports the results of four focus groups held with high school math and science teachers and school and public librarians to explore how teachers and librarians can collaborate most effectively to help students develop 21st Century Skills in order to prepare them for STEM-related jobs.Cette affiche présente les résultats de quatre groupes de discussion entre des enseignants en mathématiques et en sciences au lycée et des bibliothécaires de lycée ou de bibliothèque publique, cherchant à explorer la façon dont les enseignants et les bibliothécaires peuvent collaborer plus efficacement pour aider les élèves à développer des compétences du 21e siècle afin de les préparer à des emplois en sciences, technologie, ingénierie et mathématiques (STIM).

scholarly journals Inservice education of high school computer science teachers

1989 ◽  
Vol 21 (1) ◽  
pp. 199-203 ◽  
Author(s):  
J. Kiper ◽  
B. Rouse ◽  
D. Troy
Keyword(s):  
High School ◽  
Computer Science ◽  
Science Teachers ◽  
Inservice Education ◽  
School Computer

Computational Thinking in Innovative Computational Environments and Coding

2018 ◽  
pp. 2392-2401
Author(s):  
Alberto Ferrari ◽  
Agostino Poggi ◽  
Michele Tomaiuolo
Keyword(s):  
High School ◽  
Primary School ◽  
Computer Science ◽  
Human Behavior ◽  
21St Century ◽  
Scientific Community ◽  
Basic Skills ◽  
Computational Thinking ◽  
Academic Courses ◽  
The Three Rs

The concept of Computational Thinking has been discussed for several decades and in recent years has been brought to the attention of the scientific community by Jeanette Wing. Her article presents Computational Thinking as “a way of solving problems, designing systems, and understanding human behavior that draws on concepts fundamental to computer science”. The importance of Computational Thinking places it among the basic skills for 21st century, together with reading, writing and calculation, that every person will have to master, so it is important to teach it already in primary school. As the invention of printing facilitated the spread of the three Rs (reading, writing and arithmetic) the technology must lead to the spread of Computational Thinking. This chapter will introduce the research on Computational Thinking and, in particular, the works on innovative computational environments, and will describe the situation of the education to CT in high school and in academic courses.

scholarly journals Patterns of Computational Thinking Development while Solving Unplugged Coding Activities Coupled with the 3S Approach for Self-Directed Learning

2020 ◽  
Vol 9 (3) ◽  
pp. 1025-1045
Author(s):  
Arinchaya Threekunprapa ◽  
Pratchayapong Yasrİ
Keyword(s):  
High School ◽  
High School Students ◽  
Computer Science ◽  
Computational Thinking ◽  
Cost Effective ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Science Concepts ◽  
The Cost

Using unplugged coding activities to promote computational thinking (CT) among secondary learners has become increasing popular. Benefits of using unplugged coding activities involve the cost-effective implementation, the ability to promote computer science concepts and self-efficacy in learning computer programming, and the engaging nature of active learning through collaboration. However, there is insufficient information regarding qualitative investigation on how learners develop their CT skills while working on unplugged coding tasks. This study therefore developed unplugged coding activities using flowcharts for high school students to learn computer science concepts, and to promote their CT skills. The activities consisted of five missions encompassing the concepts of sequence, repetition, input & variable, condition, and loop with condition. The data collection was carried out with 120 high students whose participation was video recorded and observed. A thematic analysis revealed that patterns of CT development started from initially developed, to partially developed and fully developed stages, respectively. The various stages were derived from different abilities to apply the computer science concepts to complete the missions with different expressions of CT skills. In addition, the study proposed a 3S self-directed learning approach for fostering the CT development, composing of self-check (in pairs), self-debug (in pairs), and scaffolding. It is therefore suggested to use the 3S model integrated with the unplugged coding activities for developing CT among high school learners.

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