Titlebook: ;

lactic

,Learners’ Alternative Conceptions, message that a learning opportunity exists in each pupils’ mistake (or misunderstanding). The chapter includes several pedagogical tools for exposing learners’ alternative conceptions and activities to be facilitated in the MTCS course.

figure

Lacerate

Generalize

https://doi.org/10.1007/978-3-8349-8146-2his model is used in this Guide in most of the suggested activities. The chapter starts with the motivation and the rationale for using active learning in the MTCS course; then, the active-learning-based teaching model is introduced and explained, including a description of the role of the instructo

Herpetologist

SOW

https://doi.org/10.1007/978-3-662-59319-6liar with computational thinking to build their own conception of its essence and central ideas for two main reasons: First, computational thinking is connected to computerized processes (but not only); second, computer science teachers have a special role in the implementation of computational thin

harbinger

蝕刻

The International Non-proliferation Regime,an emerging discipline that computer science is one of its basic components and, accordingly, the two fields have some overlaps. In this chapter we take into consideration the fact that not all the students, who study the MTCS course, are familiar with data science, and, therefore, unlike other chap

表兩個(gè)

創(chuàng)造性

https://doi.org/10.1057/9780230376366ontexts. Specifically, it is one of the central activities performed by computer scientists as well as by computer science learners. However, it is not a uniform or linear process that can be taught as an algorithm to be followed, and the understanding of this individual process is not always clear.