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what actually happened in the lesson, highlights these two perspectives and at
the same time increases the students' awareness to learners' perceptions (see
Chap. 6).
After these questions are discussed, this case can be summarized by high-
lighting the following two topics which are clearly illustrated by Anna's case:
• Technical teaching (which emphasizes technical aspects of CS) versus
conceptual teaching (which encompasses also nontechnical CS issues):
− As could be seen, the need to teach procedures led Anna, guided by the
university mentor's help, to add conceptual topics to the technical pic-
ture she drew first, such as the contribution of procedures to problem-
solving situations.
− It is highly relevant to discuss with the students what pupils learn from
each mode of teaching and what kind of tasks (see Chap. 9) are appro-
priate for conceptual teaching (vs. technical teaching).
• Challenges involved in teaching CS soft ideas (such as, a procedure) to
high school CS pupils (see Sect. 3.7).
We note that a gap was also reduced from the university mentor's perspec-
tive. Specifically, it is reasonable to assume that Anna's case increased the
university mentor's awareness to the fact that what is taught in the MTCS
course is not transferred automatically to in-school situations and that the is-
sue of technical versus conceptual teaching should be further emphasized in
the MTCS course.
Activity 107: Bridging Gaps Related to the Pedagogical Aspect of Com-
puter Science Education
• Stage A: Scenario description
The students are presented with the following scenario, in which Jim taught
the topic of Bubble Sort to 10th grade pupils, managing the lesson very suc-
cessfully. Yet, Jim did not encourage any pupil-pupil dialogue and the entire
class interaction was based on teacher-pupil discourse. More specifically, Jim
did not ask the pupils, even once, to answer a question asked by another pupil
or to respond to an answer presented by other pupils. He was the only one
who addressed any particular idea suggested by the pupils.
When this issue was presented to him in the reflection meeting that took
place after the lesson, he could easily reflect on his class management style.
As it turns out, Jim was aware of interaction-related issues. He explained,
however, that he had based the lesson on his own interaction with the pupils
because he wanted to follow his lesson plan. As it turned out, he even did not
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