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Mini-Projects Development in Computer Science – Students’ Use of Organization Tools 319

Z. Scherz has a MSc in biophysics, and a PhD in science education. Her postdoctoral research was performed at the University of Washington’s College of Education. In 1984, she joined the staff of the Department of Science Teaching at the Weizmann Institute of Science, where she has led the Logic Programming in Education Group, and currently heads the chemistry and the scientific communication teams at the junior high level. She has written many learning materials for the junior high and high school levels in the areas of logic programming, artificial intelligence, science and technology and high order skills. Her research has focused on student conceptualization of computer science and scientific principles, on their learning of high order skills, as well as on the professional development of leading teachers.

B. Haberman received her PhD degree in science teaching from the Weizmann Institute of Science in 1999. She is currently an instructor in the Department of Computer Science in the Holon Academic Institute of Technology. She is also a member of the computer sci- ence team in the Department of Science Teaching in the Weizmann Institute of Science, and a leading member of Machshava – the Israeli National Center for high school com- puter science teachers. She has developed learning materials for high school level in the areas of logic programming and artificial intelligence, and algorithmic patterns. She has developed academic programs for undergraduate level in computer science. Her primary research interests are computer science educational research, students’ conceptualization of computer science, as well as in-service teacher education and distance learning.

N e d i d e l i u p r o j e k t u v y s t y m a s i n f o r m a t i k o j e : m o k s l e i v i u g e b ˙ e j i naudotis organizacine˙mis priemone˙mis m a s

Zahava SCHERZ, Bruria HABERMAN

S t r a i p s n y j e a p r a š o m a s t u d i j a , k u r i a a t l i e k a n t n a g r i n ˙ e t i s k i r t i n g i s t u d e n t u p r o j e k t u v y s t y m o p r o - fi l i a i . Y p a t i n g a s d ˙ e m e s y s k r e i p i a m a s i g e b ˙ e j i m a n a u d o t i a b s t r a k ˇ c i u o s i u s d u o m e n u t i p u s , s k vystyti žiniomis paremtus projektus. i r t u s

A b s t r a k ˇ c i u j u d u o m e n u t i p o k o n c e p c i j a b u v o p r i s t a t y t a v i d u r i n i u m o k y k l u m o k s l e i v i a m s , l a n k i u s i e m s I n f o r m a t i k o s l o g i n i o p r o g r a m a v i m o k u r s a . P a m o k u m e t u m o k s l e i v i a i b u v o s u - p a ž i n d i n t i s u s k i r t i n g o m i s p r o j e k t u v y s t y m o p r i e m o n ˙ e m i s b e i m e t o d a i s , k u r i u v i e n a s r ˙ e m ˙ e s i a b - s t r a k ˇ c i u j u d u o m e n u t i p u p a n a u d o j i m u s p r e n d ž i a n t u ž d a v i n i u s b e i r e p r e z e n t u o j a n t ž i n i a s .

K u r s o p a b a i g o j e , b u v o s u o r g a n i z u o t a s v i e n a d i e n a t r u k e s s e m i n a r a s m i n i p r o j e k t u v y s t grupe˙se, visas vystimo procesas buvo fiksuojamas garso bei vaizdo aparatu¯ra, o ve˙liau sustruk- y m u i t ¯ u r u o t a s b e i i š a n a l i z u o t a s . B u v o i š s k i r t i a t s k i r i g r u p ˙ e s e l g s e n o s a t l i e k a n t p r o j e k t a p r o fi l i a i . I š a n a l i - z a v u s š i u o s p r o fi l i u s b u v o i š s k i r t i k e t u r i p r o j e k t o v y s t y m o g r u p i u , v y k d a n t p r o j e k t a k i e k v i e n o j e i š j u p a s i t e l k t o s v i e n o k i o s a r k i t o k i o s o r g a n i z a c i n ˙ e s p r i e m o n ˙ e s , t i p a i . D v i e j u o s e p r o j e k t o v y s t y m o g r u p i u t i p u o s e b u v o p a s i t e k t a s a b s t r a k ˇ c i u j u d u o m e n u t i p u m e t o d a s , o k i t o s e d v i kiti metodai. Tyrimas atskleide˙, kad tiems, kurie projekto vystymo eigoje pasitelke˙ abstrakcˇiuosius e j o s e n a u d o t i d u o m e n u t i p u s , s e k ˙ e s i k u r k a s g e r i a u i r j u d a r b a s b u v o l a b i a u s t r u k t ¯ u r u o t a s b e i o r g a kurie vadovavosi kitais metodais. n i z u o t a s , n e i t u ,

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