Transcript מרכז ההרשמה - Computerwetenschap

School Computing
Education
Leiden Lorentz Center September 2014
Agenda






Why?
Terminology
The scientific discipline
Teachers – the corner stone
A word on gender
The Elements that made it!
Leiden Lorentz Center September
2014
Why?
The importance of early
computing education
Leiden Lorentz Center September
2014
Microsoft report 2006
Leiden Lorentz Center September
2014
“Indeed, we believe computer science
is poised to become as fundamental to
biology as mathematics has become to
physics. [….]
Leiden Lorentz Center September
2014
However, what this report uncovers, for
the first time, is a fundamentally
important shift from computers
supporting scientists to 'do‘ traditional
science,
to computer science becoming embedded
into the very fabric of science and how
science is done, creating what we are
prepared to go so far as to call 'new
kinds' of science.”
Leiden Lorentz Center September
2014
Children:



Take far bolder measures to interest children
in science, and then retain their interest in it
and its importance for society;
Urgently and dramatically improve the teaching
of mathematics and science in schools;
Make teaching of computing more than just
“IT” classes and how to use Power Point.
Leiden Lorentz Center September
2014
Science Curriculum
Make basic principles of Computer
Science, such as:
abstraction and codification, a core
part of the science curriculum.
Leiden Lorentz Center September
2014
Informatics Europe
Informatics education:
Europe cannot afford to miss the boat
Report of the joint
Informatics Europe & ACM Europe Working Group
on Informatics Education
April 2013
Leiden Lorentz Center September
2014
From the Executive Overview
1. All of Europe’s citizens need to be educated in both digital
literacy and informatics.
2. Digital literacy covers fluency with computer tools and the Internet.
3. Informatics covers the science behind information technology.
Informatics is a distinct science, characterized by its own
concepts, methods, body of knowledge and open issues. It
has emerged, in a role similar to that of mathematics, as a
cross-discipline field underlying today’s scientific,
engineering and economic progress.
4. Informatics is a major enabler of technology innovation, …….and
the key to the future of Europe’s economy.
Leiden Lorentz Center September
2014
CSTA-
CS Teachers Association
CSTA,
A Model Curriculum for K-12 Computer Science
2003, 2011.
Leiden Lorentz Center September
2014
CS as a Core Discipline

CS teaches Problem solving;

CS supports and links to other sciences;

CS is intellectually important;

CS leads to multiple career paths.
Leiden Lorentz Center September
2014
The Royal Society Report
Vision
for sciences and
mathematics education
June 2014
Leiden Lorentz Center September
2014
3.2 Mathematics education to age 18
“It seems evident from the latest scientific and
technological advances that the landscape of
2030 will require people to be highly adept at
analyzing and handling data, including strong
skills in computational thinking (problem solving
using computer science techniques).”
“The study of computer science should begin at
an early age.”
Leiden Lorentz Center September
2014
K-12 Computing makes a
difference!
High School
as
a pipeline to higher education
Leiden Lorentz Center September
2014
From a future publication
Today many students are not familiar with the
discipline of computer science, yet many have
the wrong impression that they are familiar
with it,
and form misconceptions of the discipline and
fixed attitudes towards it (many times,
negative ones).
Thus, their decisions whether or not to choose
computer science in the future is often based
on significant misconceptions.
Leiden Lorentz Center September
2014
CS paves the way to higher education
Year of
graduation
2004
2005
2006
Level of
exam
% of males who
pursued higher
computing
education
% of females
who pursued
higher
computing
education
0
2.6%
0.9%
1-3
4.0%
1.5%
5
19.9%
13.0%
0
2.2%
1.1%
1-3
3.4%
2.1%
5
16.%
15.9%
0
1.4%
0.9%
1-3
2.1%
2.0%
5
11.6%
15.2%
Leiden Lorentz Center September
2014
“My” consequences:
Computer Science is important
(2020 ;2030)


It should be studied on the same par as:
physics, biology, chemistry.
Mathematics provides the foundations
(mother of all sciences – the queen)

Leiden Lorentz Center September
2014
What?????
Leiden Lorentz Center September
2014
Terminology
Still confusing…..
Leiden Lorentz Center September
2014
From: Shut down or restart?
The Royal Society, January 2012


Computing
The broad subject area; roughly equivalent
to what is called ICT in schools and IT in
industry, as the term is generally used.
Computer Science
The rigorous academic discipline,
encompassing programming languages, data
structures, algorithms, etc.
Leiden Lorentz Center September
2014
Continued…..



Information Technology
The use of computers, in industry,
commerce, the arts and elsewhere,
including aspects of IT systems
architecture, human factors, project
management, etc.
ICT
Information and communication
Technology
Digital literacy
The general ability to use computers.
Leiden Lorentz Center September
2014
Computing Curricula
2005
The Overview Report
covering undergraduate degree programs in
Computer Engineering
Computer Science
Information Systems
Information Technology
Software Engineering
A volume of the Computing Curricula Series
The Joint Task Force for Computing Curricula 2005
A cooperative project of
The Association for Computing Machinery (ACM)
The Association for Information Systems (AIS)
The Computer Society (IEEE-CS)
Leiden Lorentz Center September
2014
In the background section of the
Lorentz Center workshop:
…..digital literacy (e.g., computational
thinking)…..
Leiden Lorentz Center September
2014
Let’s try and make some order
Leiden Lorentz Center September
2014
Regarding School system:
3 different aspects:



Digital literacy (office etc…)
Applications: Using the potential of
computers and the internet for the teaching
and learning of other disciplines;
Computer Science – the scientific discipline.
Leiden Lorentz Center September
2014
The heart of the
scientific discipline
Algorithmic Thinking
vs.
Theoretical Mathematical Thinking
or Instrumental Thinking
Leiden Lorentz Center September
2014
Theoretical Mathematical Thinking

Proof that the problem has a solution;

Proof that the problem has a unique solution;

Possibly find a formula for the solution.
Leiden Lorentz Center September
2014
Instrumental Thinking

Find a formula for the solution;

Place the numbers – the data – in the formula;

Find the solution – the number…
Leiden Lorentz Center September
2014
Algorithmic Thinking




State the problem clearly and unambiguously;
Write an algorithmic solution that:
 takes into account all boundary conditions
(robustness);
 determines that the algorithm produces
eventually the right answer (correctness);
 tests that the solution is efficient
(complexity considerations).
Translate the algorithm into a programming
language;
Run it on a computer.
Leiden Lorentz Center September
2014
Definitions/Descriptions
Leiden Lorentz Center September
2014
CSTA K-12 Standards
“Computer science (CS) is the study of
computers and algorithmic processes,
including their principles,
their hardware and software designs,
their applications, and their impact on
society.”
Leiden Lorentz Center September
2014
Peter Denning
CS is a mathematical discipline, a scientific
discipline and an engineering discipline:
 Mathematics, the origins of Computer


Science, provides reason and logic.
Science provides the methodology for
learning and refinement.
Engineering provides the techniques for
building hardware and software.
Leiden Lorentz Center September
2014
David Harel
“The Spirit of Computing”
Three complexities:
 Computational complexity;
 Behavioral complexity;
 Cognitive complexity.
Leiden Lorentz Center September
2014
What should we teach?
Leiden Lorentz Center September
2014
CSTA K-12 standards




(1st version 2003)
The curriculum should prepare students to
understand the nature of computer science and its
place in the modern world.
Students should understand that computer science
interweaves concepts and skills.
Students should be able to use computer science
skills (especially computational thinking) in their
problem-solving activities in other subjects.
The computer science standards should complement
Information Technology and Advanced Placement
computer science curricula.
Leiden Lorentz Center September
2014
The Israeli curriculum

Computer Science should introduce students,
even the younger ones, to its true nature.

Any program should concentrate on key
concepts and foundation of the discipline;

Provide different ways of algorithmic
thinking and different ways of solving
problems.
Leiden Lorentz Center September
2014
When??
Early –
Junior High (Middle School)
Leiden Lorentz Center September
2014
Should computing be taught
earlier than middle school?


Abstraction is fundamental to computing.
A deep and thorough research is needed:
 How early can students – children handle
abstraction?
 If computing is taught working only with
concrete objects – technical coding only –
what is the effect of such and introduction
to the image of computing?
 Is this image fixed? Could it be changed at
an older age?
Leiden Lorentz Center September
2014
However…





Every junior-high student should be exposed o a
broad introductory course;
Not every high-school student should take CS;
CS should be an elective;
Following the broad junior-high course, students
should be able to decide whether to take the
discipline in high school;
High school will serve as pipe line to higher
education.
Leiden Lorentz Center September
2014
Who should teach?
Leiden Lorentz Center September
2014
Teachers
The Corner Stone
Leiden Lorentz Center September 2014
To Teach Is
to Touch Lives
Forever
S.M. Scott,
Peter Pauper Press, Inc., 1998.
Leiden Lorentz Center September
2014
From the point of view of policy makers
“If anything is going to happen
teachers have to make it happen”
Sandy Lenning,
teacher in Denali Elmentary Fairbanks, Alaska
Leiden Lorentz Center September
2014
From the point of
view of an
educator:
“Errata
an examined life”
Yale University Press 1997.
Leiden Lorentz Center September
2014
Ideally, major scholarship and philosophy
can arise out of the business of teaching.
I am persuaded that they should.
Teaching and the companionship of mutual
provocation in a seminar have been my
oxygen.
I cannot imagine my work – even, to a vivid
extent, my fiction – without them.
If I struggle against retirement, it is
because my students have been
indispensable. This is good luck.”
Leiden Lorentz Center September
2014
Educators vs. Researchers:
Researchers

Educators
Extensive knowledge in
the field itself;



Research skills and
methodologies of the
field.


Extensive knowledge in
the field itself;
The ability to convey
this knowledge correctly
and reliably;
Provide perspective;
Infuse students with
interest, curiosity, and
enthusiasm.
Leiden Lorentz Center September
2014
CS teachers face more challenges






Trouble in defining computer science;
Continuously change or development of the
field and thus the curriculum;
Change of the technology;
The “generation gap”;
Isolation: lack teachers community;
The lack of professional literature;
Leiden Lorentz Center September
2014
What should CS teachers know?
(Knowledge)




The History of CS: theory as well as the
machines themselves;
The nature of the discipline
(two different skills);
The relationship of the field to other disciplines;
Curricula and study programs on both the school
and university levels;
Leiden Lorentz Center September
2014


A variety of issues concerning problems in
teaching theoretical and practical concepts
(abstraction, recursion, efficiency etc.. ;
Methodological and pedagogical issues, such
as project-based, web-based, and technologybased learning.
Leiden Lorentz Center September
2014
Skills (Pedagogical, methodological):





self-study of professional scientific
literature;
scientific research skills;
skills required for preparing and delivering a
lesson;
Skills required for writing assignments and
exams;
presentation skills .
Leiden Lorentz Center September
2014
References
J. Gal-Ezer & D. Harel:
"What (else) should CS educators know?"
Communications of the ACM, 1998, 41, 9,
pp. 77-84.

J. Gal-Ezer and E. Zur:
"What (else) should CS educators know? revisited" ; WiPSCE2013 Proceedings.

Leiden Lorentz Center September
2014
How???
Leiden Lorentz Center September
2014
Teachers from different backgrounds:
Ericson, B. et al. 2008,
Ensuring exemplary teaching in an essential discipline:
Addressing the crisis in computer science teachers,
describe four different groups of teachers of CS:
- New teachers;
- Veteran teachers with computer science experience;
-Veteran teachers with NO computer science;
-Experience; individuals coming from industry with a
computer science background (of whom there are many
in Israel).
Leiden Lorentz Center September
2014
Teacher certification programs
In addition to a bachelor degree in computer
science, two components: courses and practical
training which is accompanied by a workshop.
Courses:
1. A seminar course (based on the ’98 paper);
2. A methods course.
Leiden Lorentz Center September
2014
The Methods course




Teaching a specific CS subjects;
Preparation and evaluation of exams;
Different programming environments;
Guiding high school students in lab projects
participants;
For a detailed description of the course, see:
Leiden Lorentz Center September
2014
References:

Lapidot, T. and Hazzan, O. (2003), Methods of
Teaching Computer Science Course for Prospective
Teachers, Inroads – the SIGCSE Bulletin, 35(4), pp.
29-34.

Hazzan, O. and Lapidot, T. (2004). The practicum in
computer science education: Bridging gaps between
theoretical knowledge and actual performance,
inroads – the SIGCSE Bulletin 36(4), 47-51.

Hazzan, O., Lapidot, T. & Ragonis, N. 2011. Guide to
teaching computer science. London: Springer-Verlag.
Leiden Lorentz Center September
2014
Establishing a CS Teacher
Preparation Workshop
O. Hazzan, J. Gal-Ezer, & N. Ragonis,
How to establish a Computer Science Teacher
Preparation Program at your University, The
ECSTPP Workshop, ACM Inroads Magazine,
2010, 1, 1, pp. 35-39.
Leiden Lorentz Center September
2014
Gender
Leiden Lorentz Center September
2014
CS Awards:
Turing Awards: 3 out of 61
(Shafi, Barbara Liskov, Frances Allen)
Karl Karlstrom Outstanding Educators:
3 out of 24
(Susan rodger, Barbara Ericson, Nell Dale)
Outstanding Contribution to CS Education: 4 out
of 33…
(Sally Fincher, Judith Gal-Ezer, Nell Dale,
Grace Hopper )
This workshop….
Leiden Lorentz Center September
2014
High School Graduates who took
advanced level sciences
Leiden Lorentz Center September
2014
CS Matriculation Exams’ Achievements
Year
Male Achievements
5 units
1-3 units
Female Achievements
5 units
1-3 units
2005
88.2
80.1
88.6
82.6
2006
88.9
81.6
89.2
83.6
2007
89.1
81.9
88.9
83.4
2008
89.0
78.1
88.9
80.9
2009
89.2
80.4
89.5
82.8
2010
90.1
81.1
90.5
82.9
2010
89.8
81.2
90.0
82.5
Leiden Lorentz Center September
2014
Why?????

CS courses have reputation for being boring;

CS students suffer from the “nerd” image;


Before entering school women have less
hands-on experience;
Women do not receive the same level of
support from the social environment (home
and school). Leiden Lorentz Center September
2014
Pedagogical “solutions”:




Developing courses that are motivating and
reflect the relevance of CS to real life;
Develop courses that allow creative freedom;
Combating the asocial reputation of
computing;
Designing assignments, lecture examples and
laboratories that have relevance to the
students’ lives;Leiden Lorentz Center September
2014
Social Recommendations:



Recognizing the importance of female role
models by hiring more women as lecturers and
TAs;
Actively recruiting women to CS programs;
Bringing about cultural and environmental
change;
And more………
Leiden Lorentz Center September
2014
The Four Elements
that
make it
Leiden Lorentz Center September
2014
The Five Elements that make it
CS Teachers’
Preparation/
Certification
Programs
CS
Curriculum and
Syllabus
CS Teachers
Community
Mandatory CS
Teaching
License
CS Education
Researchers
Community
Leiden Lorentz Center September
2014
Thank you
Leiden Lorentz Center September
2014