About the Book
Drawing together the most up-to-date research from experts all across the world, Computer Science Education provides full, current coverage of a teaching subject that’s still developing. It offers the most up-to-date coverage available on this developing subject, ideal for building confidence of new PGCE students teaching a very new discipline, exploring key concepts, pedagogical approaches and assessment practices.
Highlights include:
- a comprehensive taxonomy of programming misconceptions from Juha Sorva
- an up-to-date discussion of computational thinking by Shuchi Grover and Roy Pea
- a detailed look at issues of equity in computer science education by Jill Denner and Shannon Campe
- teachers’ and pupils’ attitudes are considered by Quintin Cutts and Peter Donaldson
- Paul Curzon and colleagues explore a range of different strategies for teaching computer science concepts
- Ira Diethelm and her colleagues highlight the difficulties presented by the language we use to talk about computer science.
The book is structured to support the reader with chapter outlines, synopses and key points. Explanations of key concepts, real-life examples and reflective points keep the theory grounded in classroom practice.
Table of Contents:
Foreword, Simon Peyton Jones (Computing At School, Microsoft Research, UK)
About This Book, Sue Sentance (King's College London, UK), Erik Barendsen (Radboud University, The Netherlands, and Open University, The Netherlands) and Carsten Schulte (University of Paderborn, Germany)
Part I: Why Teach Computer Science in School
1. Introducing Why Teach Computer Science in School, Sue Sentance (King's College London, UK)
2. The Nature of Computing as a Discipline, Matti Tedre (University of Eastern Finland)
3. Computational Thinking, Shuchi Grover (ACT Next, Iowa, USA) and Roy Pea (SRI Institute, CA, USA)
4. Attitudes Toward Learning Computer Science, Quintin Cutts and Peter Donaldson (University of Glasgow, UK)
5. Computing, Interaction and the World, Carsten Schulte (University of Paderborn, Germany), Sue Sentance (King's College London, UK) and Erik Barendsen (Radboud University, The Netherlands, and Open University, The Netherlands)
Part II: Aspects of Teaching and Learning Computer Science
6. Introducing Aspects of Teaching and Learning Computer Science, Sue Sentance (King's College London, UK)
7. Designing a School Curriculum for Computer Science, Erik Barendsen (Radboud University, The Netherlands, and Open University, The Netherlands) and Carsten Schulte (University of Paderborn, Germany)
8. Teaching Computing Concepts, Paul Curzon, Peter McOwan, James Donohue, Seymour Wright and William Marsh (Queen Mary University of London, UK)
9. Teaching Programming, Michael Caspersen (Aarhus University, Denmark)
10. Teaching Computing in Primary Schools, Tim Bell and Caitlin Duncan (University of Canterbury, New Zealand)
11. Assessment of Computer Science, Sue Sentance (King's College London, UK), Cynthia Selby (University of Southampton, UK) and Maria Kallia (King's College London, UK)
Part III: Delving Deeper: Research-Led Teaching of Computer Science
12. Introducing Delving Deeper: Research-Led Teaching of Computer Science, Carsten Schulte (University of Paderborn, Germany)
13. Misconceptions and the Beginner Programmer, Juha Sorva (Aalto University, Finland)
14. Equity and Inclusion in Computer Science Education, Jill Denner and Shannon Campe (ETR, USA)
15. Language and Computing, Ira Diethelm, Juliana Goschler and Timo Lampe (University of Oldenburg, Germany)
16. Taxonomies and Competence Models, Peter Hubwieser (University of Munich, Germany) and Sue Sentance (King's College London, UK)
Glossary
Index
