Information Technology Reference
In-Depth Information
• Look for three mobile applications used for computer science teaching.
What does characterize them?
• Choose a computer science topic and sketch a mobile application for its
teaching. Document the process you went through and reflect on it.
Mentoring Software Project Development
7
7.4
In what follows, we first address the contribution of project-based learning (PBL)
to learners in general and in the context of computer science education in particu-
lar. Then, we describe several activities to be facilitated in the MTCS course with
respect to the mentoring process of software project development in high school
computer science classes.
In PBL situation learners work individually or cooperatively in groups, while the
teacher mentors the process of project development. PBL aims to make the learned
subject matter relevant for learners and to enable active learning (Blumenfeld et al.
1991
). In PBL, learners ask questions, examine their assumptions, design the in-
vestigation process, collect and analyze data, use technology and exchange ideas
(Krajcik et al.
1999
), all while interacting in and with the learning environment in
a constructivist fashion (Thomas
2000
), and dealing with experiences and delibera-
tions on significant problems (Ernest
1995
). Barak et al. (
2000
) and Waks (
1997
)
assert that PBL makes the learning authentic since it involves learners in activities
that are based on daily situations. Further, learners' ownership over the learning
process develops their responsibility for their actions, and their cooperative learning
with peers involves also social interaction.
Research works indicate that PBL develops thinking practices, independent
learner abilities, motivation, self confidence, classmate cooperation, and an inte-
grative understanding of the content as well as of the process (Krajcik et al.
1999
;
Barak et al.
2000
; Green
1998
; Shepherd
1998
). These results are hardly surprising
since PBL enables teachers to adapt the variety of tasks possible in PBL environ-
ments to each learner's learning style (Krajcik et al.
1999
). At the same time, how-
ever, PBL poses some difficulties that learners must face, such as difficulties in
coping with the complex and open environment and difficulties with information
processes (Krajcik et al.
1998
).
In order to help learners deal with a variety of problems, the teacher is required
to create an investigation-oriented environment that encourages learners' respon-
sibility and emphasizes an intensive learning process of the project components
7
Based on (Meerbaum-Salant and Hazzan
2008
). Copyright 2008 by the Association for the
Advancement of Computing in Education (AACE). [http://www.aace.org] Included here by
permission.
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