introducing computer science to educationally disadvantaged high school students – to...
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Introducing Computer ScienceIntroducing Computer Science to Educationally Disadvantaged to Educationally Disadvantaged
High School Students – High School Students –
The Israeli ExperienceThe Israeli Experience
Dalit LevyDalit LevyTechnion – Israel Institute of TechnologyTechnion – Israel Institute of Technology
Introducing Computer ScienceIntroducing Computer Science to Educationally Disadvantaged to Educationally Disadvantaged
High School Students – High School Students –
The Israeli ExperienceThe Israeli Experience
Dalit LevyDalit LevyTechnion – Israel Institute of TechnologyTechnion – Israel Institute of Technology
HCC 2003, October 30Auckland, New Zealand
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Prolog:Prolog: Why should we introduce Why should we introduce Computer Science to educationally Computer Science to educationally
disadvantaged high school students? disadvantaged high school students?
Prolog:Prolog: Why should we introduce Why should we introduce Computer Science to educationally Computer Science to educationally
disadvantaged high school students? disadvantaged high school students?
* Why not?
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* Computer Science might open windows into the future world and the information society
* Personal and cultural Empowerment
We We should!should! introduce CS to introduce CS to educationally disadvantaged high educationally disadvantaged high
school students. school students. How?How?
We We should!should! introduce CS to introduce CS to educationally disadvantaged high educationally disadvantaged high
school students. school students. How?How?
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Appropriate Methods for Evaluation
Constructing a Suitable Curriculum
Developing the Learning Environment
A Computerized Learning Environment
3 parallel strands
Example 1: Episode taken from a Example 1: Episode taken from a lesson in the 2lesson in the 2ndnd month month (1996)(1996)
1111thth Grade, 12 students in a computers lab Grade, 12 students in a computers lab
Example 1: Episode taken from a Example 1: Episode taken from a lesson in the 2lesson in the 2ndnd month month (1996)(1996)
1111thth Grade, 12 students in a computers lab Grade, 12 students in a computers lab
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Lili (the teacher): “Now we are going to …”
Udi (gets up from his place and shouts): “Lili, look, it works! I want you to see and also I want you to tell me how
to make it 100 times with my girlfriend .”Lili: “Udi, I’ll come in a minute, but first everybody calm
down, Noa please put your cosmetics in.”…
Udi: “But Lili…” (While Ella gets up and walking towards the classroom door).
Lili: “And where are you going now”?
Ella: “The headmaster called me. And besides, I finished everything”
What can we learn from Example 1What can we learn from Example 1about classes of educationally about classes of educationally
disadvantaged students?disadvantaged students?
What can we learn from Example 1What can we learn from Example 1about classes of educationally about classes of educationally
disadvantaged students?disadvantaged students?
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1. The need for continuous teacher’s attention, the need for immediate satisfaction
2. A specific kind of class Discourse
3. Interpersonal problems affecting students lives at school
4. Heterogenic class – different background, different ability
In addition In addition (chazzan, 2000), , we often find in these classes:we often find in these classes:
In addition In addition (chazzan, 2000), , we often find in these classes:we often find in these classes:
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5. Issues of self estimation and acceptance of their situation as disadvantaged learners
6. Lack of initiatives
7. Unstable behavior and inconsecutive attendance in class
8. Difficulties in reading, writing and in verbal expressions
9. difficulties with higher order thinking (abstraction)
These characteristics should be These characteristics should be considered while dealing with each of considered while dealing with each of
the 3 parallel strandsthe 3 parallel strands
These characteristics should be These characteristics should be considered while dealing with each of considered while dealing with each of
the 3 parallel strandsthe 3 parallel strands
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Appropriate Methods for Evaluation
Constructing a Suitable Curriculum
Developing the Learning Environment
A Computerized Learning Environment
Answer 5: “sub-procedure is the thing that leads the main procedure”
Example 2: Students’ answers to a Example 2: Students’ answers to a question in the final exam in the end question in the final exam in the end
of the course of the course (2002)(2002)
Example 2: Students’ answers to a Example 2: Students’ answers to a question in the final exam in the end question in the final exam in the end
of the course of the course (2002)(2002)
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•A given (simple) printing program •Questions like “Which is the main procedure”?•One sub-procedure is missing– “Write a “Write a definition for the missing sub-procedure”.definition for the missing sub-procedure”.
Answer 1: “sub-procedure is a procedure that is in the text editor”
Answer 2: “The main procedure is the procedure that calls for other sub-procedures”
Answer 3: “There is no explanation for such sub-procedure”
Answer 4: “sub-procedure is assigning a variable”
Are written tests can be thought of as Are written tests can be thought of as an appropriate method of evaluation?an appropriate method of evaluation?Are written tests can be thought of as Are written tests can be thought of as an appropriate method of evaluation?an appropriate method of evaluation?
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Appropriate Methods for Evaluation
Constructing a Suitable Curriculum
Developing the Learning Environment
A Computerized Learning Environment
Principles for developing an Principles for developing an experience-oriented learning experience-oriented learning
environment (I)environment (I)
Principles for developing an Principles for developing an experience-oriented learning experience-oriented learning
environment (I)environment (I)
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In theory: students’ activities serve as the ground from which conceptual understanding can emerge
In practice: the learning of each idea and each concept begins with activities in the computers laboratory
Example 3: the very first learning activity in the course
Example 3: The first learning activityExample 3: The first learning activityExample 3: The first learning activityExample 3: The first learning activity
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A 10th grade student is sitting in front of the computer. What does she or he look at? What can she do?
Press the 4 buttons
CrawlYellow
Jump
Principles for developing an Principles for developing an experience-oriented learning experience-oriented learning
environment (II)environment (II)
Principles for developing an Principles for developing an experience-oriented learning experience-oriented learning
environment (II)environment (II)
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In theory: the learning environment should be kept simple enough and motivating enough at the same time
In practice: The inquiry-based learning begins with given programs that serve as patterns for later individual constructions
Example 4: Programming patterns in Hebrew (using the learners own language)
Example 5: Constructing the algorithmic “conditional count” pattern
Example 4: Programming patterns in Example 4: Programming patterns in Hebrew (an animation pattern)Hebrew (an animation pattern)
Example 4: Programming patterns in Example 4: Programming patterns in Hebrew (an animation pattern)Hebrew (an animation pattern)
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Programming for the disadvantaged = Using a friendly programming language
The programming environment should support constructing new programming languages
to ציפור-עפה-במקום to flywings-up כנפיים-מטה
1המתן wait 1wings-down כנפיים-מעלה
1המתן wait 1 end end
Example 5: Constructing the algorithmic Example 5: Constructing the algorithmic “conditional count” pattern“conditional count” pattern
Example 5: Constructing the algorithmic Example 5: Constructing the algorithmic “conditional count” pattern“conditional count” pattern
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1. Running a given “conditional count” program
2. Analyzing the given program text
3. Classifying a set of given tasks (“conditional count” tasks vs. conditional sum tasks)
4. Adapting the given program (analyzed at stage 2) to a new “conditional count” task (from the set classified on stage 3)
5. Inventing a new “conditional count” task and programming it using the given pattern
Principles for developing an Principles for developing an experience-oriented learning experience-oriented learning
environment (II)environment (II)
Principles for developing an Principles for developing an experience-oriented learning experience-oriented learning
environment (II)environment (II)
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In theory: the learning environment should be kept simple enough and motivating enough at the same time
Example 4: Programming patterns in Hebrew (using the learners own language)
Example 5: Constructing the algorithmic “conditional count” pattern
When Israeli students program a computer using their own language, there is almost no gap between the pseudo-code algorithmic patterns and the code itself.
TEVEL – The Hebrew-speaking learning environment – is simple and motivating at the same time!
Summary - IntroducingSummary - Introducing CS to CS to Educationally Disadvantaged StudentsEducationally Disadvantaged Students
Summary - IntroducingSummary - Introducing CS to CS to Educationally Disadvantaged StudentsEducationally Disadvantaged Students
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Appropriate Methods for Evaluation
Constructing a Suitable Curriculum
Developing the Learning Environment
A Computerized Learning Environment
I - the learning of each I - the learning of each idea and each concept idea and each concept begins with activities begins with activities in the computers in the computers laboratorylaboratory
II - The inquiry-based II - The inquiry-based learning begins with given learning begins with given programs that serve as programs that serve as patterns for later patterns for later individual constructionsindividual constructions
Prefer computerized learning environment Prefer computerized learning environment that can “speak” the students’ native that can “speak” the students’ native (naive?) language (naive?) language (In Israel – less Math and less English)(In Israel – less Math and less English)
Epilog:Epilog: Why should we focus on Why should we focus on educationally disadvantaged high educationally disadvantaged high
school students? school students?
Epilog:Epilog: Why should we focus on Why should we focus on educationally disadvantaged high educationally disadvantaged high
school students? school students?
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1.1. Learning materials/environments Learning materials/environments developed for these students in developed for these students in particular, often help in CS learning in particular, often help in CS learning in general. general. (“didactical phenomenology”, Freudenthal).(“didactical phenomenology”, Freudenthal).
2. Methods for teaching CS that “work” 2. Methods for teaching CS that “work” with educationally disadvantaged with educationally disadvantaged students, work with others as well. students, work with others as well.
3. The success is sweeter! 3. The success is sweeter!