Drawing together the most up-to-date research from experts all across the world, the second edition of Computer Science Education offers the most up-to-date coverage available on this developing subject, ideal for building confidence of new pre-service and in-service
educators
teaching a
new discipline. It provides an international overview of
key concepts, pedagogical approaches and assessment practices.
Highlights of the second edition include: -
New sections on machine learning and data-driven (epistemic) programming -
A new focus on equity and inclusion in computer science education - Chapters updated throughout, including a revised chapter on relating ethical and societal aspects to knowledge-rich aspects of computer science education -
A new set of chapters on the learning of programming, including design, pedagogy and misconceptions -
A chapter on the way we use language in the computer science classroom.
The book is structured to support the reader with chapter outlines, synopses and key points. Explanations of key concepts, real-life examples and reflective points keep the theory grounded in classroom practice.
The book is accompanied by a companion website, including online summaries for each chapter, 3-minute video summaries by each author and an archived chapter on taxonomies and competencies from the first edition.
Preface Foreword to the 2nd edition Acknowledgements Part I: Positioning Computer Science in Schools 1. Introduction to Part 1, Carsten Schulte (University of Paderborn, Germany) 2. The Nature of Computing as a Discipline, Matti Tedre (University of Eastern Finland, Finland) 3. Perspectives on Computing Curricula, Erik Barendsen and Mara Saeli (Radboud University, The Netherlands) 4. Computer Science, Interaction, and the World -The ARIadne Principle, Carsten Schulte, Felix Winkelnkemper and Lea Budde (University of Paderborn, Germany) 5. Computational Thinking: A Competency Whose Time Has Come, Shuchi Grover (SRI International's Center for Technology in Learning, USA) and Roy Pea (Stanford University, USA) 6. Learning Machine Learning in K-12, Ilkka Jormanainen, Matti Tedre, Henriikka Vartiainen, Teemu Valtonen, Tapani Toivonen and Juho Kahila (University of Eastern Finland, Finland) Part II: Computing for All: Equity and Inclusion 7. Introduction to Part 2, Nicol R. Howard 8. Equity and Inclusion in Computer Science Education: Research on Challenges and Opportunities, Jill Denner and Shannon Campe (Education, Training, and Research, USA) 9. Engaging Culturally Relevant and Responsive Pedagogies in Computer Science Classrooms, Tia C. Madkins (The University of Texas at Austin, USA) and Nicol R. Howard (University of Redlands, USA) 10. Increasing access, participation, and inclusion within K-12 CS education through Universal Design for Learning and High Leverage Practices, Maya Israel, Latoya Chandler, Alexis Cobo and Lauren Weisberg (University of Florida, USA) Part III: Teaching and Learning in Computer Science 11. Introduction to Part 3, Erik Barendsen (Radboud University & Open University, The Netherlands) 12. Teaching Computing in Primary Schools, Tim Bell (University of Canterbury, New Zealand) and Caitlin Duncan (Osaka University, Japan) 13. Teaching of Concepts, Paul Curzon, Peter W. McOwan, James Donohue, Seymour Wright and William Marsh (Queen Mary University of London, UK) 14. Language and Computing, Ira Diethelm, Juliana Goschler, Timo Arnken (Carl von Ossietzky Universität - Didaktik der Informatik, Germany) and Sue Sentance (University of Cambridge, UK) 15. Investigating Attitudes towards Learning Computer Science, Quintin Cutts and Peter Donaldson (University of Glasgow, UK) 16. Formative assessment in the Computing Classroom, Sue Sentance (University of Cambridge, UK) and Shuchi Grover (SRI International's Center for Technology in Learning, USA) Part IV: A Focus on Programming 17. Introduction to Part 4, Sue Sentance (University of Cambridge, UK) 18. Principles of Programming Education, Michael E. Caspersen (It-vest - networking universities, Denmark) 19. The Role of Design in Primary (K-5) Programming, Jane Waite (Raspberry Pi Foundation, UK) 20. Misconceptions and the Beginner Programmer, Juha Sorva (Aalto University, Finland) 21. Programming in the Classroom, Sue Sentance (University of Cambridge, UK) and Jane Waite (Raspberry Pi Foundation, UK) 22. Epistemic Programming, Sven Hüsing, Carsten Schulte and Felix Winkelnkemper (University of Padeborn, Germany) Glossary Index
Sue Sentance is Chief Learning Officer at the Raspberry Pi Foundation and Director of the Raspberry Pi Computing Education Research Centre at the University of Cambridge, UK. Erik Barendsen is Professor of Computer Science Education at the Open University, the Netherlands, and Professor of Science Education at Radboud University, the Netherlands. Carsten Schulte is Professor of Computer Science Education at the University of Paderborn, Germany, and Head of the Computer Science Education Research Group. Nicol R. Howard is Associate Professor and Associate Dean of Academic Affairs in the School of Education at the University of Redlands, USA. She is also co-director of the Race in Education Analytics Learning Lab (REAL Lab).
Reviews for Computer Science Education: Perspectives on Teaching and Learning in School
This updated edition reflects developments in Computer Science (CS) education in accessible way and with strong emphasis on inclusion and social justice. The authors, leaders in the field, offer an international perspective on theoretical and practical considerations for teaching CS. An important textbook for preservice and inservice CS teachers. -- Yota Dimitriadi * Institute of Education, University of Reading, UK * Curated and crafted by international leaders in computer science (CS) education. They strike a balance between research, practice and thoughtful discussion, presenting evidence-based K-12 CS education in an accessible way. An ideal textbook for any teacher education program or of interest to practising teachers wishing to upskill or refresh in CS education. -- Rebecca Vivian * Research Fellow, Computer Science Education Research Group, The University of Adelaide, Australia *
