{"title":"CS类中物理计算的设置和上下文","authors":"M. Przybylla, R. Romeike","doi":"10.1145/3137065.3150995","DOIUrl":null,"url":null,"abstract":"With the recent integration of physical computing in computer science school curricula, teachers need to acquire knowledge and methods in this relatively new branch of computer science and undertake initial attempts at teaching. In a case study, we interviewed six teachers about their classroom experience with physical computing. Here, we describe the teaching scenarios they developed.","PeriodicalId":423233,"journal":{"name":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","volume":"82 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Settings and Contexts for Physical Computing in CS Classes\",\"authors\":\"M. Przybylla, R. Romeike\",\"doi\":\"10.1145/3137065.3150995\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"With the recent integration of physical computing in computer science school curricula, teachers need to acquire knowledge and methods in this relatively new branch of computer science and undertake initial attempts at teaching. In a case study, we interviewed six teachers about their classroom experience with physical computing. Here, we describe the teaching scenarios they developed.\",\"PeriodicalId\":423233,\"journal\":{\"name\":\"Proceedings of the 12th Workshop on Primary and Secondary Computing Education\",\"volume\":\"82 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2017-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the 12th Workshop on Primary and Secondary Computing Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/3137065.3150995\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3137065.3150995","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Settings and Contexts for Physical Computing in CS Classes
With the recent integration of physical computing in computer science school curricula, teachers need to acquire knowledge and methods in this relatively new branch of computer science and undertake initial attempts at teaching. In a case study, we interviewed six teachers about their classroom experience with physical computing. Here, we describe the teaching scenarios they developed.
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