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Computer science education research emerged as a field of study in the 1970s, when researchers began to explore the effectiveness of different approaches to teaching computer programming. Since then, the field has grown to encompass a wide range of topics related to computer science education, including curriculum design, assessment, pedagogy ...
Computer science is the study of computation, information, and automation. [1] [2] [3] Computer science spans theoretical disciplines (such as algorithms, theory of computation, and information theory) to applied disciplines (including the design and implementation of hardware and software).
Teacher materials, which include lesson plans, examples, slides, and evaluation tools. An Hour of code tutorial: Hour of code is a worldwide initiative to engage students in computer science, by providing 60 minute-long ludic introduction tutorials (for instance with Minecraft or frozen components). [7]
A lesson plan is envisaged as a blue print, guide map for action, a comprehensive chart of classroom teaching-learning activities, an elastic but systematic approach for the teaching of concepts, skills and attitudes. The first thing for setting a lesson plan is to create an objective, that is, a statement of purpose for the whole lesson.
Technology education is an offshoot of the Industrial Arts tradition in the United States and the Craft teaching or vocational education in other countries. [4] In 1980, through what was called the "Futuring Project", the name of "industrial arts education" was changed to be "technology education" in New York State; the goal of this movement was to increase students' technological literacy. [6]
Computer science (also called computing science) is the study of the theoretical foundations of information and computation and their implementation and application in computer systems. One well known subject classification system for computer science is the ACM Computing Classification System devised by the Association for Computing Machinery.
In Japan, lesson study is conducted at the school, district, and national levels. [2] Features common to all three levels are: preparation of a detailed lesson plan, providing background research information, lesson goals, connections to state or local learning standards, reasoning behind the design of the lesson, and steps of the lesson along with anticipated student responses;
According to some studies, the students are better at critiquing and editing written work that is exchanged over a computer network with students they know. [206] Studies completed in "computer intensive" settings found increases in student-centric, cooperative, and higher-order learning, writing skills, problem-solving, and using technology. [212]
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