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Saktheeswaran, Ayshwarya. "The Role of Teaching Assistants in Introductory Programming Courses." Thesis, Virginia Tech, 2016. http://hdl.handle.net/10919/71895.
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The department of computer science, across many schools in the US, have been seeing a constant increase in enrollments over the last decade. This particularly impacts class sizes of introductory courses, as they are usually listed as required prerequisites courses. The students in these courses typically have very little or zero prior experience with programming. In such course settings, it is not an exaggeration to state that most students in these courses spend more one-on-one time with the course teaching assistants than they do with their course instructors. This implies that the kind of individual attention provided by the TAs of such courses to their students has a very high impact on the students’ learning and the quality of the TAs would greatly impact the quality of the course and directly or indirectly also impact the student retention rate and their interest in computer science for their academic/industry careers.
We wanted to take a closer look at what it is that these TAs do, and how they do it. We observed TAs from two introductory courses for almost about two semesters, and conducted a focus group meeting each with TAs and students enrolled in these course. We found that the TAs felt responsible for instilling an interest in computer science in the students, apart from helping them to learn by themselves. We also found that the students see teaching assistants as a very valuable resource, when it comes to actually applying the concepts that they learn in lecture. Our findings tells us that there is a gap between what the TAs think they need to give as help to the students and what the students tend to expect from their TAs. We also discuss the implications of our findings and possible future work.<br>Master of Science
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Finch, Dylan Keifer. "Improving and Evaluating Maria: A Virtual Teaching Assistant for Computer Science Education." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98573.
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Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.<br>Master of Science<br>Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.
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Manniam, Rajagopal Mukund Babu. "Virtual Teaching Assistant to Support Students' Efforts in Programming." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84550.
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Novice programmers often find learning programming difficult. They suffer from various misconceptions and difficulties in understanding the subject. The overall experience with programming can be negative for many students. They may feel isolated in the programming environment and think that programming is difficult for them.
Many schools use automated grading tools to process student work and provide them with early feedback. Web-CAT, an open-source software system that is widely used by many universities, is an example of such an automated grading tool. We have developed a Virtual Teaching Assistant for Web-CAT, called Maria, who can support the students to help alleviate some of the negative emotions towards programming. We have used an animated pedagogical agent as the virtual assistant as certain characteristics of the agent can help with the students' perception about the virtual teaching assistant.
Often, students have a fixed mindset about programming. But it is easy to master programming with practice. To promote a growth mindset, Maria also provides feedback recognizing the effort of the student in addition to the performance-oriented feedback of the students' programs. Maria can also provide motivating or encouraging comments to continue working on the assignment to get a good score. Maria can also provide information about the various errors displayed in student feedback.<br>Master of Science
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Seendani, Ajmal. "TEACHING COMPUTER SCIENCE WITHOUT COMPUTER : Teaching Computer Science in Afghan Secondary Schools." Thesis, Karlstads universitet, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32350.
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Computers have become so significant in todays’ world, most of the people use such kind of technology for different purposes in their life: such as computing, designing, calculation and so on. This kind of technology can help the teachers and students in learning process, or we can say that they can be used as a facilitator of the learning process. This study circulates on how the teachers teach computer science in Afghan schools grade (10 to 12), although there are no computers in the classrooms and students just have textbooks for learning computer science. The teachers teach computer theoretically. The study was conducted in 30 schools of six provinces of Afghanistan, the study was conducted based on quantitative research method using questionnaire for both teachers and students, because of security and some cultural problems just a few female teachers and students participated in the study and filling the questionnaires . The study found that majority of teachers and more than half of the students believed that computer science is important in all parts of life; majority of the participants has no access to computers in their schools. Because of having no access to computers textbooks of CS are taught through lecture and group work methods. Additionally, teachers believed that textbooks of CS is useful but have some problems and students believed that these textbooks are so useful. Finally, both teachers and students in this study have faced many problems in the field of CS, so MoE should undertake their problems and provide facilities such as computer labs, professional teachers and so on.
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Muguda, Naveenkumar Vishwanath. "Planning with Tradable Reservations in Mobile Assistants operating in Resource Constrained Environments." NCSU, 2003. http://www.lib.ncsu.edu/theses/available/etd-12182003-184543/.
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Mobile devices are hand held devices used to deliver time sensitive and locale specific information to the users. In multi-user environments with limited resources, agents running on mobile devices as assistants to their users improve the social welfare in the presence of tradable reservations. The purpose of this research is to show the benefits of planning in such an environment. By conducting various experiments we study the effects, when complex plans are generated to satisfy the user specified constraints and environment enforced constraints. We observe that with tradable reservations the social welfare increases with increase in planning horizon. We also observe that tradable reservations and clairvoyance help the users satisfy their preferences and constraints imposed by environment without loss in social welfare.
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Zhang, Yuening S. M. Massachusetts Institute of Technology. "Helping teams negotiate disruptions during task execution using distributed personal assistants." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/122687.
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This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Thesis: S.M., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2019<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (pages 167-169).<br>People often collaborate on tasks, but they are also constantly overloaded. As humans, we find it particularly challenging when our local failures not only affect ourselves but also disrupt the smooth execution of the teams. This thesis provides a decision aid, d-Uhura, to help in these situations. d-Uhura is a set of computational assistants that help individuals adapt quickly to disruptions. Typically, automated systems resort to replanning when execution failures occur. However, replanning is too disruptive for human teams, and people often adapt to small failures by relaxing their requirements on the fly. By building upon Uhura, a personal assistant that helps users deal with plan over-subscription, d-Uhura can negotiate with its user to relax temporal constraints, such as deadlines, to quickly adapt to execution failures. However, Uhura is built for single users and does not consider their interaction with other individuals.<br>d-Uhura fills the gap by assisting users not only in their personal life, but also in their negotiation within and across the teams. d-Uhura achieves this with three major innovations. First, we recognize that negotiation is difficult and costly under the collaborative context because disruptions can propagate to the teams and many other individuals in the teams. In real life, people often try to handle disruptions locally to avoid disturbing the teams. Drawing insight from human teams, d-Uhura takes a decompositional approach where the negotiation process is broken into individual-level negotiation and task-level negotiation, where each individual determines how he or she can relax the requirements given what the teams need, and each coordinator for the task makes sure the individuals' adaptations together still works for the team. As a result, individuals can engage the teams in negotiation on an as-needed basis, only if they are unable to adapt locally.<br>Second, we identify that the key to enabling the above decomposition is to reduce the dependency between individuals during their execution so that they have the flexibility to adapt without affecting others. d-Uhura draws insight from temporal decoupling research to assist the individuals in reaching consensus on the temporal constraints under which each of them will act before execution. Third, privacy is often an essential requirement when we assist multiple people in their negotiation. d-Uhura is a distributed system, with one assistant for each individual, that also preserves the individual's privacy. d-Uhura contributed two schemes to preserve privacy for distributed algorithms for temporal decoupling and multi-agent negotiation, which is through conflict extraction and market-based optimization approach.<br>by Yuening Zhang.<br>S.M.<br>S.M. Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science
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Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.
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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this field does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The first and primary part of the thesis was to find and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have sufficient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test
the guidelines.
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Tannis, Tamika P. "Teaching computer science principles using StarLogoTNG." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/85510.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2013.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (pages 81-83).<br>This thesis outlines the development of a 3-module set of lesson plans implemented using StarLogoTNG. The purpose of these lesson plans are to serve as a vehicle for teaching and reinforcing specific learning objectives of the CollegeBoard's Advanced Placement Computer Science Principles course, which has 7 main themes. Each lesson plan has as its focus a subset of learning objectives from one of the themes of Creativity, Data, or Internet, while simultaneously incorporating additional learning goals from the themes of Abstraction, Programming, Algorithms, and Impact. These interactive lesson plans go beyond the use of StarLogoTNG to complete specific tasks by integrating meaningful class discussions and occasional peer instruction and peer review activities. Such activities become catalysts for students to develop a deeper understanding of the course materials. By connecting learning goals from different themes of the course and packaging them in cohesive lesson plans that utilize methods of teaching for understanding, this thesis aims to provide a useful and effective set of a materials for the instruction of computer science principles.<br>by Tamika P. Tannis.<br>M. Eng.
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Denault, Alexandre. "Minueto, an undergraduate teaching development framework." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84023.
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In the last decade, the video game industry has shown unparalleled growth, both in revenue and in development complexity. Modern video games are built using powerful game development tools. However, given their complexity and scope, these tools are ill-suited for the undergraduate academic environment.<br>Minueto is a platform independent game development framework specifically designed for undergraduate students. Originally developed to help students of the course COMP-361 for their game programming project, Minueto offers a simple object-oriented API that is ideal for any 2D game development. Minueto's simple design allows students to quickly learn the framework and avoid the overhead typically associated with graphic programming. Extra effort was spent writing multiple types of documentation, each of them corresponding to different learning techniques. Minueto was first implemented in Java and used by the students of the Winter 2005 term. There was an impressive increase in the overall quality of the 2005 projects if compared to the 2004 projects. A significant decrease in the number of graphic programming complaints from the students was also noticed. This indicates that Minueto successfully reduced the graphic programming burden from the students, and allowed them to focus on the content of the game.
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Wolfe, James S. "Let the computer teach itself : an examination of teaching machines among other methods of teaching in computer science." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/546138.
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Better methods for teaching computer science are needed. While no clear winner emerges in studies on the effectiveness of teaching media, the use of several media can be mutually reinforcing. Methods available to computer science teachers include lecturing, giving projector demonstrations, conducting hands-on sessions, monitoring independent study, and making a teaching machine available for group or individual use.A main strength of the teaching machine is its furnishing immediate feedback as students answer its quizzes. Teaching machines can assist in the major components of instruction: presenting information, guiding students, providing practice, and assessing student learning. They may take the form of tutorials, drills, simulations, or games. Good tutorials include directions, presentation frames, quizzes, assessment of student responses (with hints following mistakes), and facility to branch to different parts of the machine. A teaching machine's usefulness may be validated by comparing pre-test and post-test scores, by tracking student performance, and by field observation. Machines may be used solo or as a supplement and used with a whole class or as a means for bright students to forge ahead or slow students to catch up.<br>Department of Computer Science
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Mathew, Nishi Mary. "The effect of electronic networking on preservice elementary teachers' science teaching self-efficacy and attitude towards science teaching /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/main.
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Polycarpou, Irene. "An Innovative Approach to Teaching Structural Induction for Computer Science." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/18.
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Proofs by induction are central to many computer science areas such as data structures, theory of computation, programming languages, program efficiency-time complexity, and program correctness. Proofs by induction can also improve students’ understanding of and performance with computer science concepts such as programming languages, algorithm design, and recursion, as well as serve as a medium for teaching them. Even though students are exposed to proofs by induction in many courses of their curricula, they still have difficulties understanding and performing them. This impacts the whole course of their studies, since proofs by induction are omnipresent in computer science. Specifically, students do not gain conceptual understanding of induction early in the curriculum and as a result, they have difficulties applying it to more advanced areas later on in their studies. The goal of my dissertation is twofold: 1. identifying sources of computer science students’ difficulties with proofs by induction, and 2. developing a new approach to teaching proofs by induction by way of an interactive and multimodal electronic book (e-book). For the first goal, I undertook a study to identify possible sources of computer science students’ difficulties with proofs by induction. Its results suggest that there is a close correlation between students’ understanding of inductive definitions and their understanding and performance of proofs by induction. For designing and developing my e-book, I took into consideration the results of my study, as well as the drawbacks of the current methodologies of teaching proofs by induction for computer science. I designed my e-book to be used as a standalone and complete educational environment. I also conducted a study on the effectiveness of my e-book in the classroom. The results of my study suggest that, unlike the current methodologies of teaching proofs by induction for computer science, my e-book helped students overcome many of their difficulties and gain conceptual understanding of proofs induction.
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Kim, Seungyon, and Seongbin Park. "Teaching NP completeness in secondary schools." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6447/.
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In this paper, we show how the theory of NP completeness can be introduced to students in secondary schools. The motivation of this research is that although there are difficult issues that require technical backgrounds, students are already familiar with demanding computational problems through games such as Sudoku or Tetris. Our intention is to bring together important concepts in the theory of NP completeness in such a way that students in secondary schools can easily understand them. This is part of our ongoing research about how to teach fundamental issues in Computer Science in secondary schools. We discuss what needs to be taught in which sequence in order to introduce ideas behind NP completeness to students without technical backgrounds.
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Mutuku, James. "An open source model for teaching environments incorporating wireless devices." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/6422.
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Word processed copy.<br>Attempts have been made at bridging the digital divide in schools using desktop PC systems without much success. As a result many computer laboratories sit empty. There are many reasons for these failures. Often there are incompatibilities of software applications for the PC and its operating systems. In other cases non-existent infrastructure such as networking support for the operations. This paper describes a project aimed at achieving a more successful school educational environment by using students' mobile devices, desktop computer and open source applications. The project therefore, looks forward to a time when schools no longer have to purchase computers for their students but rather utilize mobile devices already owned by students. The paper presents results of an evaluation study on the interaction of students' moble devices with course material and teachers using open source applications in a teaching environment. The pilot project was undertaken by Schoolnet in Namibia. The result presented show that although there were constraints on such devices the educational benefits far outweight the physical limitations.
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LaValley, Zachery A. (Zachery Alan) 1981. "Teaching motion to a group." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28423.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.<br>Includes bibliographical references (leaves 38-39).<br>Currently there is no way for a group of individuals to receive scientific feedback on a set of motions they are trying to master. The goal of this thesis is to create a tool that allows a motion instructor to fully accommodate the needs of her students in a multi-student class situation, using a state of the art motion analysis system as a basis. Motion instructor is defined as a person who teaches a student the proper way to manipulate the student's body to achieve some end (i.e. athletics coach, handwriting teacher, golf professional, etc.). The iClub golf motion analysis system from Fortescue Corporation was used as a motion analysis system as the basis for this study. The iClub was augmented from a single user-receiver system to a multi-channel device to allow for group situations. Scanning capabilities were added to a receiver, to allow the instructor the ability to cycle among students. A signature system was created that allows the instructor to quickly scan the ability level and progress of an individual.<br>by Zachery A. LaValley.<br>M.Eng.
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Ni, Lijun. "Building professional identity as computer science teachers: supporting high school computer science teachers through reflection and community building." Diss., Georgia Institute of Technology, 2011. http://hdl.handle.net/1853/42870.
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Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue teaching CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS.
This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community.
In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their participation in DCCE supported their identity development as a CS teacher.
Overall,I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity.
This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.
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Brna, P. "Confronting science misconceptions with the help of a computer." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377488.
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A long standing aim of science educators is to help secondary school science students to learn efficiently through various exploratory regimes. A further aim, currently held by several leading science educators, is to promote learning by confronting students with the inconsistencies entailed by their own beliefs. The claim at the heart of the thesis is that well designed computer-based modelling facilities can provide advantages over many approaches exploiting other media and that such facilities can be used to promote the kinds of conflict that are believed to be beneficial. This claim is explored through an analysis of the role of modelling in science, the nature of student's beliefs about physical phenomena that conflict with more established beliefs and of how computer-based modelling environments can promote learning through modelling. This requires consideration of a wide number of issues relating to educational theory and practice, student learning, the design of modelling environments and methodologies and techniques taken from the field of Artificial Intelligence. The methodology adopted required that a number of computer environments be constructed and observations made of their usage by students. The environments are used to focus attention on the various issues. The results contained within this thesis include a short analysis of the educational implications if the use of modelling environments were to be more widely adopted, an analysis of the strengths and weaknesses of these systems in terms of how they promote student learning -particularly in relation to the nature of the beliefs that students hold- and design criteria for how future systems might be built.
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Buckley, Stephen John. "Planning and teaching compliant motion strategies." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14929.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1987.<br>MICROFICHE COPY AVAILABLE IN ARCHIVES AND ENGINEERING<br>Bibliography: leaves 170-176.<br>by Stephen John Buckley.<br>Ph.D.
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Peterson, Sarah Budinger. "Factors relating to the acquisition of computer literacy and computer science skills in California high schools." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3071.
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Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents' educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in "narrow" categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into "have" and "have-not" districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy.
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Strong, Cynthia D. "Addressing the gender gap : teaching preadolescent girls computer networking concepts /." Online version of thesis, 2010. http://hdl.handle.net/1850/12239.
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Davis, Timothy L. (Timothy Lloyd). "Teaching physiology through interactive simulation of hemodynamics." Thesis, Massachusetts Institute of Technology, 1991. http://hdl.handle.net/1721.1/13823.
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Merten, Samuel A. "A Verified Program for the Enumeration of All Maximal Independent Sets." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479829000576398.
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Atkins, Anthony T. "Digital deficit : literacy, technology, and teacher training in rhetoric and composition programs." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1301627.
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This dissertation addresses three distinct areas of composition: literacy,technology, and teacher training. The research questions I investigate are as follows:Are graduate programs in rhetoric and composition offering preparation for teaching new literacies, especially with digital technology? If so, what is the nature of that training?Does the faculty within a program perceive that training to be effective? Is thattraining perceived to be effective by graduate students?How do individual programs shape their graduate technology training to reflectand manifest specific programmatic agendas and goals?The first two sets of research questions are investigated using survey research methods. The last research question is addressed via case study methods.Using a multi-methodological research design that includes a national survey and two institutional case studies allows me to combine methodologies to draw meaningful conclusions from the data. For example, the survey helps to provide a brief sketch of the state of technology training in rhetoric and composition programs as well as universities, while detailed case studies provide a context that illustrates how the integration of technology into both the university and rhetoric and composition program affects teacher training. The survey demonstrates that many programs do not require courses or workshops that extend special help to those teaching in computer classrooms especially as technology relates to new literacies. Information from the survey also indicates that rhetoric and composition programs have no procedures in place to assess the state of technology training for new teachers and TAs. This dissertation offers one way of assessing technology training.The case studies reveal that the two universities have grand visions and broad technology initiatives. However, a closer look at university mission statements and specific rhetoric and composition programs reveals that the integration of technology is sometimes a less than smooth one. In one case, the department struggles to implement technology at the grass roots level, while another department, despite the inconsistencies apparent at the university level, seems to succeed at both integrating technology and training new teachers to address the new literacies produced by those digital technologies.<br>Department of English
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Gilliland, Charles Jordan 1979. "The paperless classroom : tablet PCs in university teaching." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28411.
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Thesis (M. Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2004.<br>Includes bibliographical references (p. 302-307).<br>by Charles Jordan Gilliland.<br>M.Eng.and S.B.
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Xie, Yi 1980. "Mechatronics examples for teaching modeling, dynamics, and control." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29730.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.<br>Includes bibliographical references (leaves 109-110).<br>This thesis presents the development of a single-axis magnetic suspension. The intention is to use this system as a classroom demo for an introductory course on modeling, dynamics, and control. We solve this classic nonlinear controls problem with feedback linearization; the main advantage with this technique is operating point independency. However, it is highly sensitive to modeling errors and unpredicted plant behavior. We overcome these barriers by using a model based on both theory and experimentally determined behavior. This paper details the theory, modeling, and implementation, concluding with performance analysis.<br>by Yi Xie.<br>M.Eng.
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Kem, Katherine (Katherine M. ). "Laboratory assignments for teaching introductory signal processing concepts." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119529.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.<br>This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.<br>Cataloged from student-submitted PDF version of thesis.<br>Includes bibliographical references (page 63).<br>This thesis proposes labs for a new, applications-based signal processing class. These labs span topics in audio, image, and video processing and will combine signal processing techniques with computational tools. The goal of these labs is to improve student understanding of signal processing concepts and show them the power of signal processing in everyday applications.<br>by Katherine Kem.<br>M. Eng.
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Madrigal, Ruben E. (Ruben Esteban). "Custom power supply interface for teaching circuit design." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/91842.
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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.<br>Cataloged from PDF version of thesis.<br>Includes bibliographical references (page 53).<br>This thesis discusses the design and implementation of a custom power supply interface for the Pioneer mobile robot used in MIT's 6.01 course, "Introduction to Electrical Engineering and Computer Science." The interface is a printed circuit board that provides bipolar voltage rails of +7VDC and -7VDC, expanding on its predecessor, which only provides a unipolar voltage rail of +1OVDC. The board is mounted internally to the robot and can power the student breadboard circuits via the bipolar voltage rails. This redesigned power supply interface will help the course staff teach students about circuit design in a much simpler context and allow students to focus more on engineering different circuits rather than spending time on tangential problems.<br>by Ruben E. Madrigal.<br>M. Eng.
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Wärmedal, Linnea. "Computational Thinking - A New Approach for Teaching Computer Science to College Freshmen." Thesis, Umeå universitet, Institutionen för datavetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-92827.
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Felix, qui potuit rerum cognoscere causas The traditional way of introducing computer science to college freshmen is through a programming course. Such a course often account for programming, problem solving, efficiency, debugging, memory allocation and complexity. The student is presented to all of this within the first course in computer science. To be introduced to all these concepts during the first course could be compared to learning fundamental arithmetic alongside the mean value theorem. What if the student, instead of learning the traditional, where to learn the basics of computer science? What if programming didn’t come first? If the student where to get proficient in the basics of computer science they would be able to focus on the specifics of the different field of computer science. In this thesis I present a proposition of a syllabus for a college freshmen course to be taught to computer science minors. The course will be built on the concepts of computational thinking. The concept of computational thinking and how it is used in education will also be account for.
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Mason, Stacie Lee. "Teaching K-6 Computer Science: Teacher and Student Attitudes and Self-Efficacy." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9074.
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This article-format dissertation addresses elementary student and teacher attitudes and self-efficacy for computer science. The first article (Mason & Rich, in press) describes what the literature says about preservice and inservice training to help K-6 teachers increase knowledge and self-efficacy to teach computer science. The second article (Mason, West, & Leary, under review) describes an effort to provide training for local elementary school teachers to teach computational thinking with robots. The third article (Mason & Rich, under review) describes how we developed and validated an instrument to assess K-8 students' coding attitudes and beliefs, including perceived self-efficacy, interest, utility value, gender stereotypes, cultural stereotypes, and social value.
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Gouws, Lindsey Ann. "The role of computational thinking in introductory computer science." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011152.
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Computational thinking (CT) is gaining recognition as an important skill for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course, and there is little consensus on what exactly CT entails and how to teach and evaluate it. This research addresses the lack of resources for integrating CT into the introductory computer science curriculum. The question that we aim to answer is whether CT can be evaluated in a meaningful way. A CT framework that outlines the skills and techniques comprising CT and describes the nature of student engagement was developed; this is used as the basis for this research. An assessment (CT test) was then created to gauge the ability of incoming students, and a CT-specfic computer game was developed based on the analysis of an existing game. A set of problem solving strategies and practice activities were then recommended based on criteria defined in the framework. The results revealed that the CT abilities of first year university students are relatively poor, but that the students' scores for the CT test could be used as a predictor for their future success in computer science courses. The framework developed for this research proved successful when applied to the test, computer game evaluation, and classification of strategies and activities. Through this research, we established that CT is a skill that first year computer science students are lacking, and that using CT exercises alongside traditional programming instruction can improve students' learning experiences.
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Boyd, Aaron T. T. (Aaron Thomas Thalman) 1976. "Educational fusion : a distributed visual environment for teaching algorithms." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80222.
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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.<br>Includes bibliographical references (leaves 56-58).<br>by Aaron T.T. Boyd<br>S.B.and M.Eng.
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Behrens, Nicholas A. "Improving system dynamics teaching using online surveys and exercises." Thesis, Massachusetts Institute of Technology, 2006. http://hdl.handle.net/1721.1/36796.
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Thesis (M. Eng. and S.B.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2006.<br>Includes bibliographical references (leaf 50).<br>As the world becomes increasingly connected, traditional problem solving and decision-making skills becomes less effective. Complex systems found in nature and society exhibit long time delays between cause and effect, feedback, and non-linearity making it difficult to reason effectively about system behavior. Recent studies have shown even highly educated graduate students lack basic systems thinking skills indicating a need for improved system dynamics education. This paper describes the development of a two new tools for improving system dynamics education: a stock-flow simulator that allows users to experiment with simple stock-flow systems, and a web application framework for building system dynamics surveys. This framework is used to build a survey capable of evaluating systems thinking skills and compare the effectiveness of online teaching methods.<br>by Nicholas A. Behrens.<br>M.Eng.and S.B.
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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.
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Gregg, Elizabeth A. "Teaching Critical Media Literacy Through Videogame Creation in Scratch Programming." Thesis, Loyola Marymount University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3638178.
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<p>Critical media literacy (Kellner & Share, 2005) may better equip children to interpret videogame content and to create games that are nonviolent and socially just. Videogames are growing in popularity in classrooms. Yet educators and parents have concerns about the violent and stereotypical content they include. An earlier study based on the curriculum Beyond Blame: Challenging Violence in the Media (Webb, Martin, Afifi, & Kraus, 2009) examined the value of a media awareness curriculum. In this mixed-method study, I explored the effectiveness of a critical media literacy program that incorporated collaboratively creating nonviolent or socially-just games in teaching fourth-grade students the factors of awareness of violence, marketing, and critical media literacy. Qualitative data collected from teacher reflection notes, student journals, Scratch projects, and interviews revealed the positive effects of the program. Quantitative data supported these conclusions. This highlights the need for schools to engage students in computer programming as a means to learn academics, while educating students in critical media literacy to better enable them to navigate wisely the media saturated world in which they live. In learning programming, students engage in collaborative work, their interactions helping them to collectively create meaning for the symbols they create. Set in a framework of critical media literacy and symbolic interactionism (Blumer, 1969; Mead, 1934), this study provides an innovative model for teaching computer programming and critical media literacy skills to students.
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Wong, Christopher M. Eng Massachusetts Institute of Technology. "Kid's Survey Network : teaching data literacy with multiplayer online games." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53130.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.<br>Includes bibliographical references (p. 66).<br>Current advancements in technology have permeated modern society, especially among the younger generations of computer users. Today's youth have grown up accustomed to video games and online social networking as standard elements of life. In contrast, many people of all ages today do not have a good grasp of data literacy. Many people simply do not understand statistics, charts, graphs and other survey data, which are all very commonly used in all aspects of everyday life. Kids' Survey Network is a large project that aims to focus the comfort and proficiency that middle school students have with web technology into an effective education tool to teach data literacy. This thesis project entails the creation of a suite of multiplayer learning games that reinforce the various other components of Kids' Survey Network.<br>by Christopher Wong.<br>M.Eng.
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Tornow, Nicholas J. (Nicholas John) 1975. "A distributed environment for developing, teaching, and learning algorithmic concepts." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/50055.
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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1998.<br>Includes bibliographical references (p. 78-80).<br>by Nicholas J. Tornow.<br>S.B.and M.Eng.
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Boyd, Nathan D. T. (Nathan Douglas Thalman). "A platform for distributed learning and teaching of algorithmic concepts." Thesis, Massachusetts Institute of Technology, 1997. http://hdl.handle.net/1721.1/44496.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1997.<br>Includes bibliographical references (p. 119-121).<br>by Nathan D.T. Boyd.<br>M.Eng.
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Tang, Aileen 1976. "A database-backed education system for collaborative teaching and learning." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86553.
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Wilson, Diane Easter. "A model curriculum for an associate of science in computer science, based on the ACM model, AACJC and CSAB guidelines." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/770947.
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This thesis argues that an AS model in computer science needs to be independent of a BS model because their student populations are distinct. The first two years of a BS model cannot be successfully copied in the AS environment. The AS model curriculum must begin at a different level while also providing competencies comparable to those in the first two years of a BS curriculum.Three questions had to be addressed before an AS model could be formulated. 1) What is an AS in computer science? Specific attention was given to the AA, AAS, BA and BS degrees, along with computer engineering, information systems, systems analysis and data processing majors. 2) How does the student population of the AS differ from other degrees? Compared to their BS counterpart, the AS population is weighted toward female, older, ethnicly diverse, mobile, part-time, remedial students who have additional responsibilities. 3) Lastly, is there a need for standardization? An unequivocable yes was the answer. After exploring these questions a model was presented.The proposed model attempted to address the primary goals of the educational, industrial and accreditation organizations (AACJC, ACM and CSAB). A very explicit description of the model was followed by two implementations.<br>Department of Computer Science
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Alfajjam, Hasan M. H. F. A. "Teaching primary science with computer simulation : an intervention study in State of Kuwait." Thesis, Durham University, 2013. http://etheses.dur.ac.uk/8493/.
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This thesis describes an investigation into use of interactive computer simulations software in primary science education. The research questions are what effects teaching with interactive computer simulations have on students’ achievement, their conceptual change in particular science topics and on their attitudes. The question was investigated in an intervention study that tested use of simulations in two different pedagogical environments. The first environment used simulations in a computer laboratory, with students using blended learning (combining computer-based learning with non-computer learning). In this environment students worked independently on the computer. The second environment is class teaching. In this environment, the simulation was used on one computer, controlled by the teacher, in front of the class. The study also investigated ease of use and looked into practical consideration of computer-based teaching expressed by students and teachers. Three science topics were studied. The novelty of the research is using computer simulations in an Arabic nation, which has widespread use of traditional didactic-oriented pedagogy. Recent educational reforms have made demand for more student-oriented teaching, with use of practical experiments in primary science. This major change is difficult to implement for practical reasons, and the study therefore asks if computer simulations may work as an alternative approach to reach the same aims. The theoretical frameworks for the study are constructivism, conceptual change and cognitive multi-media theory. The first of these looks at the role of the student in learning, the second takes into consideration that students enter school with intuitive knowledge about natural phenomena and the last explains learning with use of computers. The theoretical frameworks were used to guide development of the simulation software and the intervention. The participants were 365 students in year five (10-11 year olds) and eight science teachers in Kuwait, located at eight different primary schools. All schools were single sex, with half the schools of each gender. All teachers were female. The study used a quasi-experimental design and separated the students into two experimental groups and two control groups. The first experimental group, which used simulations in computer labs, had 91 students in four primary schools (two boys’ and two girls’ schools). A matching control group with the same number of students was established in the same schools. The other experiment group had 92 students using simulations in the classroom. This group was also matched with an appropriate control group. The eight teachers taught both experimental and control group students. The control groups used traditional teaching. The experiment was carried out in the academic year 2010-2011. The study measured effects of the interventions with pre- and post achievement tests and attitude questionnaires. Students in the experimental groups also answered a usability questionnaire. A sub-sample of students and all teachers were interviewed for triangulation of the questionnaire data and to learn more about experiences with using the simulation software. The results of the study revealed no statistically significant difference (at the 0.05 level) in achievement or attitude between the students who used computer simulations in the computer laboratory. Students, however, who were taught with simulations in the classroom scored significantly higher on both achievement tests and attitude questionnaires. This benefit applied also to conceptual change of specific topics. In general, the interviews revealed that science teachers and students were satisfied with the simulation program used in science teaching and learning. However, the interviews indicated that there were some problems related to infrastructure and use of computers in the teaching that might have influenced the outcome of the study. These problems are relevant also to use of computer simulations in science teaching more widely.
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Knight, Marc Q. (Marc Quincy) 1981. "Connecting and teaching students via Web service for an online laboratory." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/29675.
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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2003.<br>Includes bibliographical references (leaf 79).<br>The I-Lab heat exchanger is a remotely controlled heat exchanger experiment that has been used on the Internet by students in a variety of chemical engineering courses. The hardware consists of a general service unit, custom designed and fabricated (HT-30XC, Armfield, Ltd., England), on which is mounted a heat exchanger (flat plate, shell-and-tube, or double pipe). Both fluid flowrates, their direction (cocurrent or countercurrent), and the inlet hot temperature are monitored and are under the control of the students. Monitoring and control is carried out with a computer/web server using LabVIEW 6.1 software (National Instruments, USA). Data is published to web-accessible LabVIEW graphical user interfaces (GUI) or via a DataSocket server to a Java2 GUI. A database (Microsoft SQL) and ASP.NET web forms are used for registering, authentication, and scheduling. The database is also used for collaboration management software (Java2). Student response has been favorable in general, and students appreciate the ability to take data from real equipment, especially in engineering science courses that otherwise contain no laboratory component.<br>by Marc Q. Knight.<br>M.Eng.
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Ng, Tommy 1974. "Teaching and learning cellular biophysics : propagated action potential simulation in Matlab." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86519.
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Zacharzuk-Marciano, Tara. "Nursing faculty experiences of virtual learning environments for teaching clinical reasoning." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10260999.
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<p> Nurses need sharp, clinical reasoning skills to respond to critical situations and to be successful at work in a complex and challenging healthcare system. While past research has focused on using virtual learning environments to teach clinical reasoning, there has been limited research on the experiences of nursing faculty and there is a need for research to include a clearer understanding of potentially significant insights that nurse educators may gain from teaching clinical reasoning skills with virtual learning tools. This qualitative study identified and described nursing faculty experiences with teaching clinical reasoning skills when using virtual learning environments. The researcher interviewed eight nursing faculty and content analyzed the data from those interviews. Findings from this qualitative study supported past research and added to the body of knowledge regarding faculty members’ use of virtual learning environments. For example, faculty experiences indicated that virtual learning environments included patient situations that offered faculty a way to better assess students. It was found that assessing a student in the clinical setting could be very subjective, while the virtual environment is finite. Faculty experiences indicated that one of the challenges to teaching clinical reasoning skills with virtual learning environments was that students found that virtual communication was difficult and faculty claimed that using virtual environments increased faculty workload. The findings of this study provided deeper understanding into experiences reported by nursing faculty on the teaching of clinical reasoning skills when using a virtual learning environment. Recommendations for further research include using a larger sample size, a specified education level population, traditional, face-to-face classes as compared to classes from an online, or blended program, and investigating use of a specific virtual learning environment, in new research.</p>
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Choi, Sun-Hea. "Facilitating teaching and learning of programming with inter-active multimedia." Thesis, Edinburgh Napier University, 2004. http://researchrepository.napier.ac.uk/Output/5681.
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This thesis investigates effective ways of designing and integrating Interactive Multimedia (IMM) to facilitate teaching and learning of programming. Drawing on a preliminary investigation in IMM and learning, an initial design and integration approach was developed. The architecture and design features of IMM courseware and its integration were modelled to suppOli the learning activities defined by Laurillard's conversational and Mayes' learning frameworks and to accommodate the needs for the domain identified at two UK Universities. The approach aimed to improve the quality of student learning with IMM courseware through creating a learning context which supports the teaching and learning processes; encourages students to use the courseware for learning; and increases their motivation and interests in the subject matter they study. The primary emphasis of this approach lies in integrating IMM for lectures and tutorial. Sequent case studies were conducted to evaluate the effectiveness of the approach in supporting teaching and learning. Two IMM courseware, consisting of resource-oriented and task-oriented materials, were developed and integrated into four programming modules at Napier and BruneI Universities. To explore the effects of hyperlinks in problem-solving contexts, three different variations of the task-oriented material were developed: one without hyperlinks, the second with questions (static), and the third with model answers when the questions were answered incorrectly (dynamic). The results suggested that student learning experience was enhanced by the use of the IMM courseware for teaching and learning: their performance and perceptions of the subject matters improved. Using the IMM courseware in lectures and tutorials enhanced the teaching and learning processes, promoted active learning and reflective thinking, and created collaborative learning environment. However, weaknesses were also identified in supporting student learning with different knowledge levels. As for the hyperlinks effects, the results showed that the 'dynamic' hyperlinks improved students' performance most effectively. They helped students become aware of their misconceptions and correct them through revisiting the resource-oriented material; and in the process reflect on what they learnt in lectures. The 'static' hyperlinks were found to be beneficial when students did not have sufficient knowledge to test. In addition, the results revealed various factors affecting student learning with IMM. Among them was students' familiarity with IMM, which emphasised the importance of integrating IMM courseware in a way that encourages students to use it for learning. The thesis presents a design and integration approach informed by the findings from the case studies, and proposes a design and integration process with IMM. The process consists of three phases (designing and integrating IMM, and facilitating learning with IMM) and the factors affecting the phases, and illustrates the relationship between them.
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Tu, Yaa-Lirng. "A framework for teaching biology using StarLogo TNG : from DNA to evolution." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/53182.
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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2009.<br>Includes bibliographical references (p. 65-66).<br>This thesis outlines a 10-unit biology curriculum implemented in StarLogo TNG. The curriculum moves through units on ecology, the DNA-protein relationship, and evolution. By combining the three topics, it aims to highlight the similarities among different scales and the relationships between them. In particular, through the curriculum, students can see how small-scale changes in molecular processes can create large-scale changes in entire populations. In addition, the curriculum encourages students to engage in problembased learning, by which they are trained to approach questions creatively and independently.<br>by Yaa-Lirng Tu.<br>M.Eng.
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Weise, Martin. "A model for teaching informatics to German secondary school students in English-language bilingual education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6456/.
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Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany.
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Lameras, Petros. "A Phenomenographic Inquiry into Computer Science Teachers' Conceptions of Teaching using Virtual Learning Environments." Thesis, University of Sheffield, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521863.
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Schroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.
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Roets, Rina Annette. "A critical analysis of school computer studies syllabuses in South Africa with reference to university computer science curricula." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003352.
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This thesis analyses the existing and proposed Computer Studies syllabuses in South African schools. Thereafter it compares the South African syllabuses with syllabuses in the United Kingdom. An attempt is made to assess the objectives of the design of the new S.A. syllabus. University Computer Science syllabuses are examined in order to gauge the purported overlap between what is taught at schools and universities. Opinions are obtained on the problems which apparently exist in offering or teaching the subject at schools and universities by conducting surveys on syllabus designers and university Computer Science departments. Finally recommendations are made for future Computer Studies syllabuses.
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Berry, Carol, and Peter Kusterer. "Using Teachers’ TryScience to support educators and improve teaching." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6466/.
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The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers’ Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.