This guide presents both a conceptual framework and detailed implementation guidelines for general computer science (CS) teaching. The content is clearly written and structured to be applicable to all levels of CS education and for any teaching organization, without limiting its focus to instruction for any specific curriculum, programming language or paradigm. Features: presents an overview of research in CS education; examines strategies for teaching problem-solving, evaluating pupils, and for dealing with pupils’ misunderstandings; provides learning activities throughout the book; proposes active-learning-based classroom teaching methods, as well as methods specifically for lab-based teaching; discusses various types of questions that a CS instructor, tutor, or trainer can use for a range of different teaching situations; investigates thoroughly issues of lesson planning and course design; describes frameworks by which prospective CS teachers gain their first teaching experience.

The world is experiencing unprecedented rapidity of change, originating from pervasive technological developments. This book considers the effects of such rapid change from within computing disciplines, by allowing computing educationalists to deliver a considered verdict on the future of their discipline. The targeted future, the year 2020, was chosen to be distant enough to encourage authors to risk being visionary, while being close enough to ensure some anchorage to reality. The result is a scholarly set of contributions expressing the visions, hopes, concerns, predictions and analyses of trends for the future.

"This volume is grounded in the thesis that information technology may offer the only viable avenue to the implementation of constructivist and progressive educational principles in higher education, and that the numerous efforts now under way to realize these principles deserve examination and evaluation"--Provided by publisher.

The scientific developments at the end of the past millennium were dominated by the huge increase and diversity of disciplines with the common label “computer science”. The theoretical foundations of such disciplines have become known as theoretical computer science. This book highlights some key issues of theoretical computer science as they seem to us now, at the beginning of the new millennium.The text is based on columns and tutorials published in the Bulletin of the European Association for Theoretical Computer Science in the period 1995-2000. The columnists themselves selected the material they wanted for the book, and the editors had a chance to update their work. Indeed, much of the material presented here appears in a form quite different from the original. Since the presentation of most of the articles is reader-friendly and does not presuppose much knowledge of the area, the book constitutes suitable supplementary reading material for various courses in computer science.

The two-volume set LNCS 5072 and 5073 constitutes the refereed proceedings of the International Conference on Computational Science and Its Applications, ICCSA 2008, held in Perugia, Italy, in June/July, 2008. The two volumes contain papers presenting a wealth of original research results in the field of computational science, from foundational issues in computer science and mathematics to advanced applications in virtually all sciences making use of computational techniques. The topics of the fully refereed papers are structured according to the five major conference themes: computational methods, algorithms and scientific applications, high performance technical computing and networks, advanced and emerging applications, geometric modelling, graphics and visualization, as well as information systems and information technologies. Moreover, submissions from more than 20 workshops and technical sessions in the areas, such as embedded systems, geographical analysis, computational geometry, computational geomatics, computer graphics, virtual reality, computer modeling, computer algebra, mobile communications, wireless networks, computational forensics, data storage, information security, web learning, software engineering, computational intelligence, digital security, biometrics, molecular structures, material design, ubiquitous computing, symbolic computations, web systems and intelligence, and e-education contribute to this publication.

Written for teachers, lecturers and tutors, this book is the key to understanding the central issues, best practice and new developments in learning and teaching in information and computer sciences in higher education.

This monograph presents the challenges, vision and context to design smart learning objects (SLOs) through Computer Science (CS) education modelling and feature model transformations. It presents the latest research on the meta-programming-based generative learning objects (the latter with advanced features are treated as SLOs) and the use of educational robots in teaching CS topics. The introduced methodology includes the overall processes to develop SLO and smart educational environment (SEE) and integrates both into the real education setting to provide teaching in CS using constructivist and project-based approaches along with evaluation of pedagogic outcomes. Smart Learning Objects for Smart Education in Computer Science will appeal to researchers in CS education particularly those interested in using robots in teaching, course designers and educational software and tools developers. With research and exercise questions at the end of each chapter students studying CS related courses will find this work informative and valuable too.

This book constitutes the refereed proceedings of the 15th International Workshop on Computer Science Logic, CSL 2001, held as the 10th Annual Conerence of the EACSL in Paris, France in September 2001. The 39 revised full papers presented together with two invited papers were carefully reviewed and selected from 91 submissions. The papers are organized in topical sections on linear logic, descriptive complexity, semantics, higher-order programs, model logics, verification, automata, lambda calculus, induction, equational calculus, and constructive theory of types.