МЕТОДИКА СМЕШАННОГО ОБУЧЕНИЯ ШКОЛЬНОМУ КУРСУ ИНФОРМАТИКИ С ПРИМЕНЕНИЕМ ПОДХОДА CLIL

Previous research on belonging in computer science offers insights into the role that stereotypes play in reducing females' sense of belonging or fit in computer science (CS), which has been associated with their significant underrepresentation in the field. Drawing upon mixed methods (surveys and interviews), this study explores the quantitative variables associated with a sense of belonging for females in high school CS courses and provides qualitative insights from students to help explain why these factors matter. Pre/post survey analysis indicates that the courses are contributing to reducing pre-course gender gaps in students' perceived efficacy and belonging in a CS classroom. The surveys also suggest that females were more engaged and developed stronger relationships with teachers. And yet, females' commitments to continuing with CS had no statistically significant changes. Student interviews provide important context regarding the quantitative findings and describe how positive relationships with a female teacher, collaborative work and inclusive teaching practices played key roles in promoting a classroom sense of belonging for females. Overall, these results suggest that an academically engaging and socioemotionally supportive experience in a computer science course can reduce gender gaps and foster females' sense of belonging in the classroom even if they retain some reservations over their long-term fit in the field. The findings contribute to a more nuanced understanding of the factors that promote equitable experiences for females in CS and the relationship between classroom level belonging and long-term fit in computer science.

Many fields within the social sciences utilize geospatial analysis to explore the importance of place in their research context. This dissertation will extend these methods to the area of high school computer science course offerings in the state of Wisconsin. My research will look at spatially clustered occurrences of course offerings over time in order to classify the strength of CS programs in individual schools, identify areas of need for intervention, and determine whether there is behavioral diffusion or common attributes driving the process.

In this paper, we describe a computer science curricular framework for creating innovative, four-year computer science programs for high school computer science courses. Based on a suggested set of great principles of computing by Peter Denning, the framework is structured as a stack of four curricular layers. The result is a framework design that provides a high degree of curricular and pedagogical flexibility, particularly suited for the rapidly changing discipline of computer science. This report describes the computer science curricular framework, the implementation of the framework and the deployment of a four-year curriculum from the implemented framework. Initial classroom experiences are reported.

Aim/Purpose: The purpose of this study is to identify how Advanced level Mathematics and Mathematics course units offered at university level do impact on the academic performance of theoretical Computer Science course units. Background: In Sri Lankan state universities, students have been enrolled only from the Physical Science stream to do a degree program in Computer Science. In addition to that, universities have been offering some course units in Mathematics to provide the required mathematical maturity to Computer Science undergraduates. Despite of this it is observed that the failure rates in fundamental theoretical Computer Science course units are much higher than other course units offered in the general degree program every year. Methodology : Academic records comprised of all 459 undergraduates from three consecutive batches admitted to the degree program in Computer Science from a university were considered for this study. Contribution: This study helps academics in identifying suitable curricula for Mathematics course units to improve students’ performance in theoretical Computer Science courses. Findings: Advanced level Mathematics does not have any significant effect on the academic performance of theoretical Computer Science course units. Even though all Mathematics course units offered were significantly correlated with academic performance of every theoretical Computer Science course unit, only the Discrete Mathematics course unit highly impacted on the academic performance of all three theoretical Computer Science course units. Further this study indicates that the academic performance of female undergraduates is better than males in all theoretical Computer Science and Mathematics course units. Future Research: Identifying other critical success factors contributing to the students’ academic performance of the theoretical Computer Science through empirical studies

In the modern conditions of the dynamic development of the information society, the training of specialists in the field of pedagogy, in particular computer science teacher, becomes especially relevant. The priority task of higher pedagogical education is the formation of a new generation of educators, who must possess not only thorough knowledge of the subject, but also developed skills of social interaction, cooperation, teamwork, freely navigate in the information space, use modern electronic didactic tools, specialist services, information resources etc. The article examines the essence of the concepts «group educational and cognitive activities», «collective forms of learning», «electronic cooperation», «mind mapping techniques». The author analyzed the possibilities of mind mapping techniques as a means of visualizing thinking processes and structuring information. The classification of digital tools for creating mind maps (free and licensed programs and webservices) is presented. Their advantages and features, methodological techniques and basic principles of working with them are considered. The practical experience of using mind maps to activate the group educational and cognitive activities of students is presented. The method of using mind maps in the training of future computer science teachers is proposed, which includes: determining the purpose and tasks of using mind maps; choosing an online service for their creation; acquainting applicants with the basic principles of working with mind maps; their performance of practical tasks using mind maps; discussion of the results of tasks and summing up. Practical tasks and samples of the results of students' joint work on creating mind maps within the educational component «School computer science course and its teaching methods» are presented. It was found that the use of mind mapping techniques is a promising method of activating the group educational and cognitive activities of future computer science teachers, which contributes to the formation in them of the necessary competencies for successful professional activities in the conditions of the information society.

Teaching of programming foundations has been subject of several investigations, because it is believed that the required activities can contribute to the development of students more able to solve problems and to adapt to any environment or situation. Some works have argued about the integration of Flipped Classroom and Problem-Based Learning in Computer Science courses to potentiate this kind of teaching, but fewer evidences that investigate the real application between these approaches were found. Thus, in order to enhance the Flipped Classroom in-class activities, this paper reports an experience to implement and apply Flipped Classroom and Problem-Based Learning approaches for a CS1 course. Additional concepts of programming contests, group formation and learning styles were also used. In general, the main findings suggest that the Flipped Classroom model, if well-planned and carefully designed, can benefit students. However, these initial benefits are more related to student's motivation and social behavior than those associated with grades and the effective learning. Results also indicate that PBL may be an adequate approach to enhance the face-to-face time in the inverted classroom.

The article analyzes the causes of the weak involvement of citizens, including young people, in the life of communities. The relationship between digitization processes and democratization processes is researched. Arguments are made in favor of the integration of the course "Education for society" and the optional module "Experimental methods in the humanities" of the school computer science course.

Recently terms ‘Blended Learning’, ‘Flipped Classroom’, online teaching are becoming more and more common and widespread due to their convenience and appropriateness for Pandemic period.Although the terms ‘Blended Learning’ and ‘Flipped Classroom’ bear different concepts, they really have a lot in common. Blended Learning, as the term itself refers to, is an educational approach which involves traditional classroom and online activities and is realized in the flipped classroom.  As for flipped classroom, it was developed by American Educators Jonathan Bergman and Aaron Sams in 2000 (Bergman and Sams,2012).  Flipped class is learner-centered and teaching process is flipped in the way  that learners  have direct access to that content of the lesson before going to school/university. Consequently, the teacher/lecturer becomes a facilitator, a supporter rather than an instructor, who helps students in the transition process from knowledge acquisition of skills and competences. More precisely, in a conventional classroom situation, instruction is given to students to complete a task. On the other hand, in a flipped classroom teaching setting, the teaching content, as well as activities are provided online to students in advance so that they get access and read through the materials before attending a classroom or an online lesson. Therefore, when they attend the actual classroom or an online lecture, they are entirely familiar with the content of the lesson and activities (Iyer, 2019:2).

The number of undergraduates entering computer science has declined in recent years. This is paralleled by a drop in the number of high school students taking the CS AP exam and the number of high schools offering computer science courses. The declines come at a time when career opportunities in CS continue to grow and computer science graduates are seen as crucial in building a globally competitive workforce for the 21st century. Efforts aimed at reversing the declining interest in computer science include curriculum revisions at the undergraduate level at many institutions, a re-design of computer science AP courses [1], and the inclusion of computational thinking into disciplines outside computer science [3].This panel discusses four projects of computer science researchers collaborating with high school teachers on integrating computing and computational thinking into their courses. The majority of the high school teachers involved is teaching science and math courses. They are teaching a diverse group of talented and college-bound students. The goal of all projects is to integrate computing into disciplines represented in the high school curriculum and to raise the awareness of computer science as an exciting and intellectually rewarding field.This panel will outline recent and on-going activities and interaction with high school teachers. Each panelist will describe how he/she got involved and the nature of the interaction. The panelists will talk about their individual projects, outline their visions for future interactions, and how their effort can be replicated by others. The session will briefly describe NSF's RET program which provided teacher support for three of the four projects. The session will then be opened for discussion; the audience will be encouraged to ask questions and contribute additional ideas for the inclusion of computational thinking in high school courses.

The number of computer science (CS) courses has been dramatically expanding in U.S. high schools (HS). In comparison with well-established courses in mathematics and science, little is known about how the decisions made by HS CS teachers regarding how and what to teach impact student performance later in introductory college CS courses. Drawing on a large sample of 2,871 introductory college CS students at 115 U.S. institutions who had taken a CS course in HS, we examined the topic coverage and prevailing instructional methods in the HS course and investigated how these experiences influenced student performance in college CS. Controlling for differences in student background, we find two predictors of higher grades in college CS: greater frequency of coding-related activities in HS (programming, debugging, studying algorithms) and lower frequency of “non-coding” computer use (e.g., data analysis, computer security). Interaction models revealed a more complex story. Coding-related activity more heavily benefited students who did not have coding help available at home. In the 28% of college CS courses in which instructors employed innovative pedagogies, students with higher ACT or SAT mathematics scores had a greater advantage than in traditionally taught courses. Finally, in the innovative college courses, students whose HS CS exams had typically included testing on vocabulary did worse than students whose exams had not included such tests.

SPOC (Small Private Online Course) originated from MOOC is a blending learning combined MOOC resources with traditional campus teaching for small-scale groups students, and that is a hot issue of current researches in global well-known institutions. In this paper, we propose a new flipped classroom model based on SPOC, and take the basic course of computer science and technology in university (C programming language) as a design case. In this model, we establish three types of class task list in teaching process: list before, in and after class, and then analyze the effect and results of teaching model. The results show that this model improve the effect of teaching and learning, extending the bound of education research and providing a valuable reference for practice research on SPOC and flipped classroom in higher education.

The systematic use of technologies in order to orchestrate learning has become widely used in the past years. Diverse technologies have been applied in a variety of teaching practices; for instance learning tools which allow you to flip the classroom or monitor other active learning practices. However, the developed systems are only a subset of different kinds of learning materials and learning tools that an educator should take into consideration; and most importantly they do not offer an overview of the different learning dynamics. The development of a learning ecosystem framework, which will allow us to describe “the complex of living organisms” as well as their interrelationships, will help us to better understand and further develop our teaching approaches. In this paper, we present a video-based learning ecosystem framework and the first captured results of its application in an introductory computer science course. The framework incorporates basic e-learning tools and traditional learning practices, making it accessible to anyone wanting to implement a video-assisted project-based experience in his/her course. Its application is based on open and easy-to-use tools, allowing for the incorporation of any additional functionalities. This work aims to provide insights for other scholars and practitioners to further validate, examine, and extend the proposed framework. This approach can be used for those interested in incorporating project-based or flipped classroom approaches in their teaching, since it is a flexible procedure that may be adapted to meet their needs.

The adoption of innovative online teaching tools in Computer Science (CS) courses provides opportunities for data-informed instruction as a regular teaching practice in CS classrooms. In this paper, we present a design study for an interactive visual analytics dashboard, called UserFlow, that supports feedback collection from teaching documents and assists instructors in interpreting feedback and acting on it in a timely manner. The design study is conducted with eight domain experts comprising of four teaching instructors, two learning analytics (LA) experts and two instructional designers. UserFlow offers a set of novel visualization designs for presenting the four interleaving aspects of document engagement (i.e., annotations, document traversal path, reading/focus time and student information). We evaluated UserFlow in an undergraduate computer science course with over 700 students. Our results demonstrate the usefulness and need for such a tool for CS educators to inform teaching approaches and courseware improvement.

Supporting computer science and computer application courses requires spending many resources on specialized software. Courses, such as database concepts and applications, depend upon hands-on experience with software to help students understand important principles. Both the university computer labs and students need to install software for homework assignments. Problems include software availability, cost, installation, platform compatibility, and configuration. While academic licensing provides software to students at significantly lower prices, the price may still be too high for some students. Installation and configuration on client/student side may also be a problem. Further, IT departments face the challenge of installing, upgrading and patching the software in student labs.

This paper describes our experiences using Active Learning in four first-year computer science and industrial engineering courses at the School of Engineering of the Universidad Católica de la Santísima Concepción, Chile. This work corresponds to the implementation stage of the curriculum reform using a CDIO-based approach currently underway at the School of Engineering. Before this reform, students had only one introductory course to their field of study, meeting one hour a week. After the reform, computer science students take an Introduction to Computer Science course and a Programming Laboratory. Similarly, the industrial engineering program now includes an Introduction to Industrial Engineering and an Engineering Communication course. These courses have been designed using CDIO standards 1, 4 and 8 as guidelines and have been formulated to include active learning in its many forms such as project-based learning, problem-based learning, case studies, small group discussions, oral presentations and reflective memos. The redesign impact was assessed via anonymous student surveys and reflective memos. Our results show improved student understanding of their professional endeavour and increased student motivation for their engineering programs. Student surveys registered high degrees of satisfaction with active learning techniques, working in teams, and receiving immediate feedback from instructors and peers.