Teaching Scenario-Based Programming: An Additional Paradigm for the High School Computer Science Curriculum, Part 2
Issue No. 06 - November/December (2017 vol. 19)
Giora Alexandron , Weizmann Institute of Science
Michal Armoni , Weizmann Institute of Science
Michal Gordon , Holon Institute of Technology
David Harel , Weizmann Institute of Science
This is the second part of a two-part series that describes a pilot programming course in which high school students majoring in computer science were introduced to the visual, scenario-based programming language of live sequence charts. The main rationale for the course was that computer science students should be exposed to at least two very different programming paradigms and that LSCs, with their unique characteristics, can be a good vehicle for that. Part 1 (see the previous issue) focused on the pedagogic rationale of the pilot, on introducing LSC, and on the structure of the course. Part 2 centers on the evaluation of the pilot’s results.
Learning automata, Programming profession, Cognitive science, Visualization, System analysis and design
G. Alexandron, M. Armoni, M. Gordon and D. Harel, "Teaching Scenario-Based Programming: An Additional Paradigm for the High School Computer Science Curriculum, Part 2," in Computing in Science & Engineering, vol. 19, no. 6, pp. 64-71, 2017.