Bruria Haberman

Pattern-oriented instruction and its influence on problem decomposition and solution construction

Novices often experience difficulties in problem analysis and solution construction. Pattern-oriented instruction (POI) is a pedagogical approach based on incorporating patterns into instruction design. It is well-grounded in cognitive theories concerning knowledge construction and organization as well as the acquisition of expertise in problem solving. We show that the incorporation of algorithmic patterns through POI may enhance the construction of algorithmic problem-solving knowledge. Findings of a comparative research study showed that novices who studied according to the POI approach exhibited better problem-solving competence than those who studied in a traditional manner. Specifically, they were more competent in problem decomposition and solution construction.

Research methods in computing: what are they, and how should we teach them?

Despite a lack of consensus on the nature of Computing Research Methods (CRM), a growing number of programs are exploring models and content for CRM courses. This report is one step in a participatory design process to develop a general framework for thinking about and teaching CRM.We introduce a novel sense-making structure for teaching CRM. That structure consists of a road map to the CRM literature, a framework grounded in questions rather than answers, and two CRM skill sets: core skills and specific skills. We integrate our structure with a model for the process a learner goes through on the way to becoming an expert computing researcher and offer example learning activities that represent a growing repository of course materials meant to aid those wishing to teach research skills to computing students.Our model is designed to ground discussion of teaching CRM and to serve as a roadmap for institutions, faculty, students and research communities addressing the transition from student to fully enfranchised member of a computing research community of practice. To that end, we offer several possible scenarios for using our model.In computing, research methods have traditionally been passed from advisor to student via apprenticeship. Establishing a richer pedagogy for training researchers in computing will benefit all (see Figure 1).

Computer science: a language of technology

The field of computer science has been rapidly developing since its recognition as a stand-alone discipline. The dynamics of the field led to its inadequate public image and posed challenges regarding how to make computer science studies more appealing to students. Recently, computer science has been recognized as a language of natural sciences, and its synergy with these sciences became noteworthy. This paper illuminates another facet of computer science. We call for the acknowledgement of computer science as a scientific paradigm, which is a language of technology. The language describes structures, processes, relationships, and communications. We believe that this view expands the responsibility of computer science in the contemporary world and legitimates its status as a basic language that is essential for acquiring scientific and technological literacy.

An Undergraduate Program in Embedded Systems Engineering

The area of embedded systems (ES) has been gaining momentum in recent years. Such systems are used in a wide spectrum of application areas in industry. According to experts, the demand for knowledgeable and skilled academicians in the area of ES engineering (ESE) is expected to continue to grow. This led to increasing recognition by the industry and the academy of the need in designated curricula for training graduates in ESE. This paper describes a distinctive program for a B. Sc. degree in ESE, developed at the CS Department of Holon Academic Institute of Technology (HAIT). The proposed program essentially differs from the programs in traditional computing disciplines: it is multi-disciplinary in its nature and is intended to provide a broad integrative knowledge in a wide spectrum of areas required for ES development: hardware, software, real time, control and signal processing, and technology management. The program combines teaching theoretical principles with exposure to advanced technologies in order to prepare the graduates for successful integration into high-tech projects of the modern industry

Introducing students to computer science with programmes that don't emphasise programming

We examine five outreach programmes that introduce school students to Computer Science. All downplay programming as a pre-requisite skill for engaging with Computer Science, yet they use a wide variety of formats for reaching students, including contests, shows, magazine articles, and resources for teachers. We classify these different approaches, identifying the different ways they have been adapted to their target audience, and drawing out the common elements to provide guidance for similar initiatives.

Bridging the gap between school computing and the “real world”

For the last two years the “Computer Science, Academia and Industry” enrichment program has been conducted at the Davidson Institute of Science Education. The extra-curricular program was especially designed for high-school students who major in computer science (CS) or software engineering (SE). The program blends formal and informal learning and provides students with the opportunity to meet with leading representatives of the CS/SE communities of practice. One main goal of the program is to bridge the gap between the school and “real world” of computing that is related to content, learning style, and professional norms. We believe that exposure to the state-of-the-art academic and industrial research and development, to advanced technologies and methodologies, and to professional norms, will establish a different culture of learning, and will provide the students with an entry point into the computing community of practice. Moreover, it is imperative that academia and the high-tech industry will take an active part in educating potential newcomers and will contribute to making the computing professional domain more attractive, especially in the context of the recent high-tech crises. In the paper we describe the extra-curricular program, and discuss implement-tation aspects.

Teaching abstraction to novices: Pattern-based and ADT-based problem-solving processes

Abstraction is taught to computer-science students as part of a comprehensive curriculum. The students encounter the concept of abstraction in various contexts while learning the different modules, each of which emphasizes some specific aspects of the concept. In this paper we present two instructional approaches, both related to utilizing abstraction in problem-solving processes: (1) pattern-oriented instruction (POI), and (2) abstract data type (ADT)-oriented instruction. We present these methods with respect to their employment in teaching problem solving to novices, and elaborate on abstraction processes.

Is it really an algorithm: the need for explicit discourse

The notion of an algorithm is fundamental in computer science. Yet, it is not always fully conceived by novices. This paper focuses on a particular facet of algorithm conception - the relationship between an algorithmic problem, its analysis, and its desired algorithmic solution. The paper displays evidence that novices demonstrate cognitive obstacles regarding the notion of an algorithm, which relate to a process-object duality phenomena [13] and inadequate classroom norms of communication.

CHAMSA: five languages citizens of an increasingly technological world should acquire

The increasingly dynamic technological world, which recently has encouraged globalization in many domains, poses new educational challenges regarding preparing individuals to become well-educated and beneficial citizens who are capable of simultaneously functioning on personal, national, and global levels. One main goal of an educational system is to promote an environment in which youngsters can acquire and develop their ability to communicate meaningfully with others. We suggest that youngsters acquire five basic languages as tools for communication: a mother tongue, an elective international foreign language, a language of science, a language of art and body, and a language of technology, each of which is used to express themes and ideas or feelings associated with specific domains and contexts. We believe that long-term study of these languages, along with intelligent practice and utilizing communication skills, is highly useful for citizens to function successfully on personal, national, and global levels.

The beaver contest: attracting youngsters to study computing

Attracting young students to computer science studies has always been a challenge. We present a unique outreach program: the Beaver international contest on informatics and computer fluency that was established with the goal to convey computing concepts to as many youngsters as possible in a way that can motivate them to be more interested in computing. For the last few years the contest has been operating in several countries in Europe (http://www.bebras.org). Recently, in order to attract youngsters to study computer science, the Beaver project was initiated in Israel by adapting its framework to the requirements of the national educational system.