Unit COMPUTER SCIENCE TEACHING

Course
Informatics
Study-unit Code
A001587
Curriculum
In all curricula
Teacher
Sergio Tasso
Teachers
  • Sergio Tasso
  • Francesco Santini (Codocenza)
  • Stefano Marcugini (Codocenza)
  • Nicla Palladino (Codocenza)
  • Arturo Carpi (Codocenza)
Hours
  • 14 ore - Sergio Tasso
  • 7 ore (Codocenza) - Francesco Santini
  • 7 ore (Codocenza) - Stefano Marcugini
  • 7 ore (Codocenza) - Nicla Palladino
  • 7 ore (Codocenza) - Arturo Carpi
CFU
6
Course Regulation
Coorte 2021
Offered
2021/22
Learning activities
Affine/integrativa
Area
Attività formative affini o integrative
Academic discipline
INF/01
Type of study-unit
Opzionale (Optional)
Type of learning activities
Attività formativa monodisciplinare
Language of instruction
Italian
Contents
General didactics and didactics of the discipline. Teaching as a transmission of knowledge, the behaviorist model, the constructivist model. The most common misconceptions in computer science. Problem solving. Epistemological obstacles. Collaborative learning. The general principles of peer tutoring.
Introduction to the tutoring activity, exploring personal and psychological aspects of the student in difficulty.
Procedural programming didactics (C language).
Object-oriented programming didactics (Java language).
Computer architecture didactics.
Design of recovery activities on the topics on which the students encounter most difficulties.
Reference texts
Lecture notes provided by the teachers
Educational objectives
Ability to relate to students in difficulty and to provide effective tutoring, both as regards the specific aspects of the exams of the courses, and as regards personal and psychological difficulties.
Ability to create educational material such as exercises and quizzes for e-learning platforms on topics of procedural programming (C language), Object-oriented programming (Java language) and Computer architecture.
Prerequisites
It is useful to have taken the exam of Computer Architecture, Programming I and Programming II.
In particular it is important to be familiar with the basic concepts of programming.
Teaching methods
The course avails itself of the collaboration of experts in various sectors, and takes place through lectures, conferences, activities to be experienced in the first person.
Discussion of material prepared by the students.
Other information
Website: www.unistudium.unipg.it

For the exam schedule, see:
www.dmi.unipg.it
Learning verification modality
Projects assigned by the teachers.
Oral talks on the various covered topics.
The development of the projects is aimed at verifying the ability to create teaching material such as exercises and quizzes for an e-learning platform.

At the request of the student the exam may be taken also in English.

For information on support services for students with disabilities and / or DSA visit the page http://www.unipg.it/disabilita-e-dsa
Extended program
General didactics and didactics of the discipline. Meaningful learning. Teaching as a transmission of knowledge, the behaviorist model, the constructivist model. Avoidable and inevitable misconceptions. The most common misconceptions in computer science. Problem solving and teaching characteristics for problems. Epistemological obstacles. The general principles of collaborative learning. The general principles of peer tutoring. The history of mathematics in computer science teaching. Working for problems: history, mathematics and computer science in learning.
Tasks of a tutor. Attention and listening skills. Didactic and psychological aspects in the request and in the activity of help. Difficulty in informatics. Special educational needs. Dyslexia and dyscalculia. A concrete approach to mathematics and computer science: an inclusive teaching tool.
Review of the fundamental concepts of programming, in particular related to C and Java languages. Review of the representation of analog and digital information: counting in binary.
Logic connectors, Boolean functions, combinational circuits: from problems
concrete to the circuit synthesis.
The finite state model: examples and realization of the sequential circuits.
The most frequent mistakes made by students.
Design of recovery activities on topics on which students find it most difficult.
The Moodle platform: activities, quizzes and lessons.
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