Computer science in K-12 school curricula of the 2lst century: Why,what and when?

In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.     

The effects of response format of a structured learning sequence on third grade children's classification achievement

Classification was selected for use in this investigation because of the central position of process factors in teaching and learning. A twelve section classification program which was based on 12 rules derived from Piaget's analysis of classification was used in the study. The program was produced in both a constructed response (CR) format and in a matching multiple choice (MC) response format. The 36-item classification test was similarly produced in both response modes. Criterion scores on both the CR test and the MC test were collected from each of the 239 grade three subjects following treatment with the CR program, the MC program, or with drawing activities (control). The results of the multivariate and univariate analyses of variance indicated that the program in both response modes enhanced classification achievement although the effects on MC test scores were not consistent across classes, and that each program format enhanced achievement to a greater degree on the test which matched the program response mode.     

Differential acquisition of discriminated autoshaping as a function of stimulus qualities and locations

In each of two experiments, different groups of pigeons were required to discriminate between one of two basic kinds of stimulus differences: stimulus quality or stimulus location. For stimulus-quality groups, a key was illuminated by one of two colors on trials ending with food delivery and by the other color on trials ending with no food. For stimulus-location groups, a key was illuminated at one of two locations on trials ending with food delivery and at the other location on trials ending with no food. The birds began to respond differentially to the stimuli (i.e., peck the keys on food trials and not peck the keys on no-food trials) earlier in acquisiton if the stimulus qualities served as the signals for trial outcomes than if the stimulus locations served as those signals. The results from both experiments are consistent with predictions from a hypothesis regarding interactions among the qualities and locations of stimuli and responses (the “quality-location hypothesis”). Furthermore, the present results support other recent demonstrations of the important role that spatial relations among stimuli can play in classical conditioning.     

An Australian＇ s Perspective of an American Unversity

Since high school I have always wanted to study in a country other than my own. However, my parents always informed me that it was too expensive. This was until luck turned my way one day while I was at university. My advisor called me and asked me to go and see him as soon as possible. I just knew it had to be good news. I could barely stand the suspense and went to his office with a nervous happiness in my tummy （肚子）.     

Learner perceptions of realism and magic in computer simulations

The authors discuss a key issue affecting the educational potential of interactive computer simulations—their possible lack of credibility. They explore the circumstances under which students are able to separate'magical'features from those which map easily and directly onto the real world, and the relationship between their perceptions of events on and off the computer. They put forward some means of overcoming disbelief through manipulating the degree of reality inherent in simulations and offer suggestions for how future research might address these issues.     

An Evaluation of the Use of Peer Assessment in Higher Education: a case study in the School of Music,Kingston University

The following paper outlines and evaluates the implementation of the use of peer assessment in higher education (HE), using the BA in music course at Kingston University as a case study. The rationale of the peer assessment systems introduced into two curriculum areas is examined, and the operation of the scheme is evaluated, by the use of lecturer interviews, attitudinal questionnaires completed by the participating students, and the assessments and feedback produced. Conclusions drawn are that the introduction of peer assessment seems to improve students’ critical faculties and gives them a greater ownership of the whole assessment process.     

Instructional animation versus static pictures: A meta-analysis

A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25–0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26–0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39–1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72–1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design.