{"title":"Introductory education in computer science","authors":"A. Nico Habermann","doi":"10.1016/S0167-9287(05)80083-4","DOIUrl":"10.1016/S0167-9287(05)80083-4","url":null,"abstract":"<div><p>There is room for improvement in the way introductory computer science is taught. In general, most of the available time is spent on teaching programming language syntax and very little on studying examples of good programs. The assertion approach to program verification has in practice resulted in a technique that resembles assembly code programming of more than 30 years ago. This practice has also encouraged the view that each new program is an invention that must be developed from scratch. In addition, the student's attention is largely directed towards the <em>how</em> of the technique and hardly towards learning the proven facts. In this paper, it is argued that the introduction to programming can be improved in several ways: by starting with a systems view that encourages students to study good examples and to reuse existing programs, by judging program quality relative to similar programs and program abstractions, and by building up a coherent body of knowledge that students can apply in program design and implementation.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Pages 73-86"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80083-4","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78469847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Evolution of curriculum development: Curriculum 68 and its successors","authors":"William F. Atchison","doi":"10.1016/S0167-9287(05)80079-2","DOIUrl":"10.1016/S0167-9287(05)80079-2","url":null,"abstract":"","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Pages 19-21"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80079-2","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80585737","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The print-project in the Netherlands","authors":"Willem Broere, Henk Derks, Louis Peeters","doi":"10.1016/S0167-9287(09)90007-3","DOIUrl":"10.1016/S0167-9287(09)90007-3","url":null,"abstract":"<div><p>PRINT, the PRoject for Implementation of New Technologies in the Netherlands stands for an integrated conception supplying computers, standardization of software and training/counselling.</p><p>The project focuses on the introduction of computers in 9500 schools for Primary and Special Education over a period of four years, from September 1990 until December 1994.</p><p>The important points of action for PRINT are:</p><ul><li><span>(1)</span><span><p>the development of training-courses for schools,</p></span></li><li><span>(2)</span><span><p>the development of courseware for existing methods of pupil training,</p></span></li><li><span>(3)</span><span><p>the construction of a regional support structure in order to “back-up” the introduction,</p></span></li><li><span>(4)</span><span><p>the development of a suitable advisory and information system.</p></span></li></ul></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 3","pages":"Pages 191-198"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(09)90007-3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86518006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Multimedia package to introduce computer in the classroom: An experience lived by Belgian and Canadian teachers","authors":"B. Charlier","doi":"10.1016/S0167-9287(09)90022-X","DOIUrl":"10.1016/S0167-9287(09)90022-X","url":null,"abstract":"<div><p>This contribution concerns the conference topic “What kind of support do teachers need when introducing computers in their classrooms?” In this short report, I shall describe the results of a research carried out concurrently by teachers and researchers in Belgium and in Quebec (Canada). Our principal aim was to analyze the adaptation and integration processes of a multimedia package created to help teachers to introduce computers in their classrooms: an “Ensemble Didactique d'Intégration Pédagogique de L'Ordinateur” (<span>edipo</span>) [2].</p><p>The analyses allow us to describe:</p><ul><li><span>-</span><span><p>Conditions to implement this kind of computer-based pedagogical environment in primary schools.</p></span></li><li><span>-</span><span><p>How teachers have managed their environment.</p></span></li></ul><p>This report will relate the analyses realized by the team of teachers and researchers.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 3","pages":"Pages 305-308"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(09)90022-X","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86051408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The importance of information system studies in the university curriculum","authors":"Richard A. Buckingham","doi":"10.1016/S0167-9287(05)80090-1","DOIUrl":"10.1016/S0167-9287(05)80090-1","url":null,"abstract":"<div><p>Emphasis is placed on the failure to devote sufficient resources to the study of information systems and the engineering of information systems, bringing computer technology to bear on the organization and management of modern society. Universities and like institutions have a growing responsibility to train information system engineers (and their academic counterparts), training which is at least as urgent as that of computer scientists. A brief account is included of progress in the UK.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Pages 133-135"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80090-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80080123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teacher education in Logo-based environments: A handbook for teacher trainers","authors":"M.M.A. Valcke","doi":"10.1016/S0167-9287(09)90021-8","DOIUrl":"10.1016/S0167-9287(09)90021-8","url":null,"abstract":"","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 3","pages":"Pages 293-304"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(09)90021-8","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76216029","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Peter Goodyear, Melanie Njoo, Hans Hijne, Jos J.A. van Berkum
{"title":"Learning processes, learner attributes and simulations","authors":"Peter Goodyear, Melanie Njoo, Hans Hijne, Jos J.A. van Berkum","doi":"10.1016/0167-9287(91)80005-I","DOIUrl":"10.1016/0167-9287(91)80005-I","url":null,"abstract":"<div><p>This article reports work on two aspects of learning with simulations. The first is the development of an account of the learning processes implicated in learning with computer simulations and of the potential problems learners may encounter in exploratory learning. The second is the creation of an inventory of attributes of learners which are of relevance to learning with computer simulations.</p><p>Learning with simulations is viewed as essentially exploration-based. Some of our account of learning processes can therefore be derived from the literature on exploratory learning, discovery learning, problem-solving and induction. In addition, we provide a synthesis of the research which is directly concerned with learning from computer simulations — analyzing the known problems of simulation-based learning and offering an empirically-derived classification of relevant learning processes (planning, model exploration, prediction, generalisation etc.).</p><p>A knowledgeable toolset for creating knowledgeable simulation-based learning environments (ISLEs) needs to have means for the explicit representation of knowledge about learners. Such knowledge is necessary for both the creation and the operation of an ISLE. We therefore provide an inventory of characteristics of learners which are of relevance in simulation-based learning. The inventory draws on accounts of learner characteristics found in the literature on Aptitude-Treatment Interaction, on learning styles and cognitive styles and on phenomenographic treatments of adult learning. Our analyses of learner characteristics relevant to the representation of the learner in an ISLE focuses on the status of mental models, the interaction with instructional goals and specific learning processes, and the centrality of learner activity.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"6 3","pages":"Pages 263-304"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/0167-9287(91)80005-I","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78945303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Recent evolution of the introductory curriculum in computing","authors":"Allen B. Tucker, David K. Garnick","doi":"10.1016/S0167-9287(05)80081-0","DOIUrl":"10.1016/S0167-9287(05)80081-0","url":null,"abstract":"<div><p>This paper traces the evolution of the first courses in undergraduate programs over the last twelve years. We identify fundamental weaknesses in the present sequence, and propose strengthening the introductory curriculum, using a breadth-first approach that integrates theoretical material.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Pages 43-60"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80081-0","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77133190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Software engineering and computer science: the impending split?","authors":"Norman E. Gibbs","doi":"10.1016/S0167-9287(05)80087-1","DOIUrl":"10.1016/S0167-9287(05)80087-1","url":null,"abstract":"<div><p>A tension is emerging in academia between those who view computing as a science and those who view computing as an emerging engineering discipline. By the year 2000, computing may separate into two academic disciplines, software engineering and computer science, paralleling the split of computer science from mathematics in the late 1960s and early 1970s. Educators must recognize the true needs of the practitioner community, or risk fragmenting and weakening the still new and rapidly evolving field of computing. Actions today will determine if computing will compete with or be subsumed by software engineering, rather than complement it.</p></div>","PeriodicalId":100393,"journal":{"name":"Education and Computing","volume":"7 1","pages":"Pages 111-117"},"PeriodicalIF":0.0,"publicationDate":"1991-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1016/S0167-9287(05)80087-1","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73724207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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