Education Keeping the Machinery in Computing Education.
The authors discusses their experiences in developing a computer science (CS) education curriculum in Scotland for students aged three to 15, particularly the incorporation of intellectual and developmental aspects of computational mechanisms in the curriculum. According to the authors, the curricul...
| Publicado en: | Communications of the ACM Vol. 60; no. 11; pp. 26 - 29 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Association for Computing Machinery
Nov2017
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=125850123&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 125850123 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 00010782 ACM jtl: Communications of the ACM issn: 00010782 maglogo: N pubinfo: dt: Nov2017 vid: 60 iid: 11 pid: 68 pub: Association for Computing Machinery artinfo: ui: 125850123 10.1145/3144174 ppf: 26 ppct: 3 formats: tig: atl: Education Keeping the Machinery in Computing Education. aug: au: Connor, Richard Cutts, Quintin Robertson, Judy affil: Professor of Computer Science at the University of Strathclyde, Scotland. Professor of Computer Science Education and Director of the Centre for Computing Science Education at the University of Glasgow, Scotland. Professor of Digital Learning at the University of Edinburgh, Scotland. su: Computer science education Curriculum planning Computational mechanics Computer simulation Model-integrated computing Scotland sug: subj: Scotland Computer science education Curriculum planning Computational mechanics Computer simulation Model-integrated computing ab: The authors discusses their experiences in developing a computer science (CS) education curriculum in Scotland for students aged three to 15, particularly the incorporation of intellectual and developmental aspects of computational mechanisms in the curriculum. According to the authors, the curriculum is based on a three-point base that incorporates an understanding of computational mechanism domains, the domains themselves, and how to utilize computational mechanisms to model parts of the domains. pubtype: Periodical doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2017 holdings: @attributes: islocal: N |
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