Design of Methods of Teaching Computer Science Course - Guide to Teaching Computer Science: An Activity-Based Approach - page 254

1. The NCATE standards (Tucker et al. 2003 ): Among these 13 standards, teachers
are expected to learn how to plan lessons/modules related to programming pro-
cess and concepts, to be able to develop assessment strategies appropriate to les-
son goals (Standard 3), and address student population characteristics (Standard
4). From this perspective, the MTCS course can be organized by addressing the
different standards.
2. Merging computer science concepts with pedagogy : This perspective on the
MTCS course is based on the special amalgam of the two disciplines: computer
science and pedagogy. Although pedagogical principles and teaching methods
are learnt in other general pedagogical courses of teacher preparation programs,
the MTCS course should focus on their implications and adoption into the con-
text of computer science education. Accordingly, this perspective highlights top-
ics such as the introduction and summary of a specific topic, learning in groups,
learning by inquiry, and planning constructivist activities, all in the context of
computer science education. It also addresses the uniqueness of the following
topics in relation to computer science topics: creative and nonconventional use
of the computer laboratory; analysis of teaching difficulties and possible obsta-
cles; adjustment of learning materials for learners with different needs; defini-
tions and their role in learning processes; and the use of metaphors, multimedia,
and games in computer science education.
3. Shulman's model of teachers' knowledge : This perspective on the MTCS course
is inspired by Shulman's model of teacher knowledge base (Shulman 1987 ),
which consists of seven categories: content knowledge, general pedagogical
knowledge, curriculum knowledge, pedagogical content knowledge, knowl-
edge of learners and their characteristics, knowledge of educational context, and
knowledge of educational targets. Though it is relevant to include all these cate-
gories in the MTCS course, following Shulman's recommendation ( 1987 , p. 20),
we propose that the pedagogical content knowledge (PCK) category is the most
important one. From this perspective, we mention a few core concepts that may
be included in the MTCS course with respect to their PCK: programming and
algorithm design, data representation and information organization, debugging,
and soft ideas. Instructors of the MTCS course should address such topics in the
course, with full attention to a variety of aspects, such as: analogies, illustrations,
examples, explanations, types of questions, and learners' difficulties.
4. Research findings : This perspective is based on research findings. The exten-
sive research in computer science education conducted especially in the last two
decades can highlight known misconceptions or difficulties and recommended
teaching strategies. A variable is an example for such a topic. Variables play an
essential role in most programming languages and, as indicated by computer sci-
ence education researchers, learners often face difficulties in understanding the
various aspects of the subject.