What is Computer Science pedagogy?
Computer science
pedagogy is an integral part of our lives,
shaping virtually everything from the objects around us to the ways in which we
communicate, travel, work, and play. And the computer revolution has just begun
– Computer science pedagogy is now a
key enabler for discovery and innovation in most other fields of endeavor,
making it an incredibly relevant course of study. Computer scientists invent the future by developing architectures
and techniques for more advanced computing, and by developing the applications
that operate within those frameworks. Its fields can be divided into a variety
of theoretical and practical disciplines. Some fields, such as computational
complexity theory (which explores the fundamental properties of computational
and intractable problems), are highly abstract, while fields such as computer
graphics emphasize real-world visual applications. Still other fields focus on
challenges in implementing computation.
For example, programming language
theory considers various approaches to the description of computation, while
the study of computer programming itself investigates various aspects of the
use of programming language and complex systems. Human–computer interaction
considers the challenges in making computers and computations useful, usable,
and universally accessible to human beings. In this unit an elaborate study is
provided on the aims, needs , importance and objectives of teaching computer
science, Bloom’s taxonomy. Further, it deals with Computer Science teaching at
different levels, Place of computer
Science in the School Curriculum and Teaching of Computer Science in relation
other School subjects.
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After studying
this, you will be able to teaching computer science pedagogy:· Understand the aims and
objectives of teaching computer science·
Describe the need of teaching
computer science in schools·
Understand the Bloom’s taxonomy
of Educational Objectives· Synthesis the Computer Science
teaching at Different Levels: Primary, Secondary and Higher Secondary levels·
Understand the place of
Computer Science in the Higher Secondary Curriculum·
Analyses the Importance of
Computer Science in the Higher Secondary level·
Understand the procedure of
Computer Science Teaching in relation to other School Subjects.
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AIMS AND OBJECTIVES OF TEACHING COMPUTER SCIENCE PEDAGOGY:
The purpose of computer science teaching in school is to enable student to grasp the basic knowledge needed from further study of computer science and the related technology and to understand its application. Also it should help the learners acquire the skill of practical utility, develop the capacity to think further and apply those skills is the real life situations. As the technology makes the world shrunk day by day, it is essential that the students are made to be aware of the modernization, along social lives, of industry, agriculture, national defence, national and international affairs. No field in the world at present can claim to be free of technological touch; and with technology, can achieve to any height.
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Computer science in school subjects should be considered as
1. A body of knowledge
2. An attitude towards life, thinking and growing
3. A tool for the work man
To help the students attain the above qualities, the quantity of the content, the course subject matter must have certain qualities.
Thurber and Collette have proposed the following criteria for selection of aims.
1. Usefulness : The knowledge gained should be useful to the pupils
in their lives.
2. Timeliness : The knowledge given should be concerned with material objects with which students are familiar.
3. Fitness : The knowledge must fit into a sequence that leads the students to broad objectives.
4. Appropriateness : The learning should be appropriate to maturity and background of the students.
5. Practicability : It means that experiences required for the development of Aims and Objectives learning should be possible.
The teaching learning activities provided along these lines enable the students to acquire the right knowledge and practice it. Acquisition of knowledge and application of skills make one to be an able person.
Knowledge + Skills (appropriate) = Ability
Here knowledge also involves more complex process of relating and judging and skills refer to the operational techniques for dealing with problems.
AIMS OF TEACHING COMPUTER SCIENCE PEDAGOGY:
·
Provide the fundamental knowledge
to the students.
·
Make the students understand
the relevant knowledge and skills in computer science.
·
Develop in them the skill of
thinking and analyzing
·
Inculcate proficiency in
reasoning and synthesizing
·
Create interest and scientific
attitudes.
·
Induce in them the thirst for
acquiring knowledge.
·
Develop communicative skills
and soft skills.
·
Identify their emotional intelligence
·
Equip them with the skill of
using computers.
·
Help the students apply the
knowledge in learning activities.
·
Help the students attain
thinking process.
·
Make the students associate the
knowledge in real time application.
·
Imbibe in the students the
skill of acquiring knowledge, create knowledge and share their expertise.
·
Dig out the latent talents in
the students.
·
Make the student attain the
skills of initiatives.
·
Develop in the students be
collaborative, inquiry and coordination capabilities.
·
Build team spirit
·
Train the students understand
and identify the problems and issues direct or indirect and analyze them, code
and decode for the computer processing.
·
Help the students attain the
skill of problem solving.
·
Help them posses the ability
for local and global accessing of information.
·
Provide them vocational skills
·
Provide self concept, sense of
acceptance and sharing qualities
·
Inculcate citizenship and love
for the society and Nation
·
Promote local and global understanding.
NEED FOR TEACHING COMPUTER SCIENCE PEDAGOGY
Based on the above few of the millions of statements, the Classroom Instruction in Schools should be given serious attention for its worthiness and provide the futuristic, technology oriented education. The technological advancement and the Industrial competitions year every one to be active on the wheels of revolutions. As a result, according to the theory of “the survival of the fittest”, the fittest person who is accommodative and adaptive in nature merges as a successful person in the midst of accelerating changes, rapidly advancing technology and sudden thrust to a global scene. The global changes have its own effect on the Educational Institutions at a great extent. The challenges faced by the education industry in the knowledge era primarily revolve around
-
providing wider accessibility
- ensuring continuing relevance of course and
- quality assurance
The above challenges are met with confidence only by the use of computers. The use of computers is inevitable and it has become a necessary electronic gadget in every individual’s life. At the same time its progress is in geometric proportion.
Hence it is essential for the school children to learn about the nature, scope, and use of computers in the school itself. “The approach in the Natural curriculum Framework developed by NCERT in 2005 emphasises that children should be helped to construct their knowledge, with the teacher only being a facilitator, there is a need to develop a number of exhibits with the help of which, the teacher could promote the spirit of exploration, investigation, and enquiry…” said Mrs. Pratibha Patil, president of India.
Undoubtedly, these qualities can be achieved within the children through computer literacy in this electronic era.
Shashi Tharnoor, a former UN diplomat with a keen insight informs “India is entering the global employment market place with a self imposed handicapped of which we are first beginning to become conscious-an acute shortage of quality institutions of higher education. For far too long, we have been co-placement about the fact that we have produced, since the 1960s, the world’s second largest pool of trained scientist and engineers”.
By introducing computer science is
the school curriculum, which is also a foundation for higher education, we can
confidently challenge that the educational industries be fixed on to the global
standards.
“Nanotechnology is knocking at our
doors. We should be aware of the trends of technology and nurture our young
minds : said Dr. A. P. J. Abdul Kalam.
OBJECTIVES OF TEACHING COMPUTER SCIENCE
Hence the aims of teaching computer science in schools should have those learning activities which the society immediately needs and also the knowledge that would be needed for the future development need to be imparted to learners. The teacher being a facilitator need to inculcate is the learning society, the scientific temper that which equip them to meet the challenges in their future.
The objectives of teaching computer science in schools are as follows:
Objectives are the specific and
precise behavioral outcome of teaching a topic. The main objectives of teaching
computer science must ensure better match between the industry’s requirement
and outputs of the education sector emphasizing the quality needs. The teaching
of computers should make phenomenal effects on the learners. It is complex in
nature. Hence teacher, the facilitator must imbibe in the students the
initiatives, inquiry, analytic and comprehensive abilities.
Knowledge acquisition, adaptation,
and utility are the prime slogans of the present learning society. Hence learning
computers from the school is the need of the hour.
Whole human processes can be divided in three levels as follows:
Activities related to head Cognitive Domain Activities related to heart –Affective Domain Activities related to hand Psycho-Motor Domain
On the basis of these three Domains, B.S. Bloom and his
associates divided educational objectives and there were six objectives for
each domain.
|
Cognitive Domain |
Affective Domain |
Psycho-motor Domain |
|
1. Knowledge |
1. Receiving |
1. Impulsion |
|
2. Understanding |
2. Responding |
2. Manipulation |
|
3. Application |
3. Valuing |
3. Control |
|
4. Analysis |
4. Conceptualization |
4. Co-ordination |
|
5. Synthesis |
5. Organisation |
5. Naturalisation |
|
6. Evaluation |
6. Characterisation |
6. Habit Formation |
OBJECTIVES OF COGNITIVE DOMAIN
2. Comprehension: The capacity of understanding is called comprehension. In this,
acceptation of any communication accurately, changing it to another form and
recollection without centralization comes. It can be cleared by divided it in
following three states.
3. Application: This objective is gained after achieving knowledge and comprehensive objective. The development of capacity of using their knowledge in new circumstances of life comes in this objective. It can also be learned by dividing, it in following three levels.
4. Analysis: This objective can be exactly achieved after above three objectives. In this whole contents are divided in internal parts and components and a relationship is established between them. It can also be cleared by dividing it, in following three levels.
5. Synthesis: It indicates to the capacity of accumulation of different facts and of recollect them in a new form. In this production of peerless co-ordination also comes. It can also be cleared by dividing it, in following three levels.
6. Evaluation: In this decision on acceptance and usefulness of any thing, event, facts etc., are taken by use critics view. In this any standard is used to evaluate accuracy, effect and feasibleness of anything. This decision can be qualitative or quantitative.
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