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On this basis, it discusses the implications for the learning of computing topics and skills.
The course will first discuss the nature, foundations and richness of computer science in connection with the related educational goals.
Then, it will consider the learning of programming and the key role of abstraction in the programming tasks.
Finally, a selection of research topics in computer science education will be discussed.
Dublin Descriptors
1.1. Knowledge and understanding
– Knowledge of the historical and epistemological roots of computer science;
– Knowledge of the main curricular models for teaching computing;
– Knowledge of tools to support the learning of computing and programming;
– Knowledge of assessment techniques to monitor the learning of the discipline;
– Knowledge of the main research topics in computing and programming education.
1.2 Applying knowledge and understanding
– Being able to analyze the computing concepts from an educational viewpoint;
– Being able to design simple learning units to introduce computing and programming concepts.
2.1 Making judgements
– Being able to analyze the topics of the discipline from an educational viewpoint;
– Being able to schedule the content of a learning unit in a suitable order.
– Being able to choose appropriate tools to support the learning of concepts or the development of skills in computing and programming.
2.2 Communication skills.
– Being able to present a computing concept in a suitable form for learning purposes.
2.3 Learning skills
– Being able to plan literature on computing education research;
– Being able to understand research papers on computing education.
See also:
https://www.uniud.it/it/didattica/info-didattiche/regolamento-didattico-del-corso/LM-informatica/all-B2
On this basis, it discusses the implications for the learning of computing topics and skills.
The course will first discuss the nature, foundations and richness of computer science in connection with the related educational goals.
Then, it will consider the learning of programming and the key role of abstraction in the programming tasks.
Finally, a selection of research topics in computer science education will be discussed.
Part I – Historical/epistemological foundations of computer science and computing education
– Computing as a tool vs. computing as a discipline.
– Development of school computing education in Europe.
– Curricular models: syllabi and teaching approaches.
– The nature of computing: mathematical, scientific and engineering perspectives.
– Other perspective about computing.
– Examples of learning units in connection with the diversity of perspectives.
– Computing concepts in a historical perspective.
Part II – Nature and teaching of programming
– Introductory programming in the CC2001 models.
– Imperative-first, functional-first and object-first approaches.
– Programming paradigms from an educational perspective.
– Environments and tools for learning programming.
– Research on the teaching and learning of programming.
The Cambridge Handbook of Computing Education Research
Cambridge University Press, 2019
