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Computing in Israel Achievements and Challenges

Computing in Israel Achievements and Challenges. Agenda. Since when? The Israeli education system; The “New” high school curriculum: Principles Study Material Content Implementation Middle (Junior High) School Teachers Gender Challenges The four Elements that made it.

thomas-rodriguez
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Computing in Israel Achievements and Challenges

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  1. Computing in Israel Achievements and Challenges Computing in Israel, Leiden, September 2014

  2. Agenda • Since when? • The Israeli education system; • The “New” high school curriculum: • Principles • Study Material • Content • Implementation • Middle (Junior High) School • Teachers • Gender • Challenges • The four Elements that made it. Computing in Israel, Leiden, September 2014

  3. Since when? In Israel Computer Science (not coding or applications) was a scientific discipline in high school from the middle of the ‘70; • No special material was prepared for students and teachers; • The programming language was BASIC. An update was essential. Computing in Israel, Leiden, September 2014

  4. The Israeli Education System The Israeli education system is a centralized one. The Ministry of Educationdetermines the educational policyon all levels, from Kindergarten to higher education. Its policy is implemented with the assistance of professional committees and professional supervisors. Computing in Israel, Leiden, September 2014

  5. The school system is divided into three stages: • Sixyears of elementary school (grades 1through 6); • Three years of middle (Junior High) school (grades 7through 9); • Three years of high school (grades 10through 12). Computing in Israel, Leiden, September 2014

  6. Matriculation Exams The three years of high school culminate in a set of matriculation exams. The exams are based on: • A coreof required subjects; • An extensivelist of electives includingphysics, chemistry, biology, andcourses in humanities and social sciences. Some of the subjects come in various levels, the most common beingthree-unit and five-unitprograms. Computing in Israel, Leiden, September 2014

  7. Importance of the matriculation: The matriculation exams are crucial for admission to most Israeli universities. Some higher education institutions give bonus points for students who successfully complete certain subjects. Computing in Israel, Leiden, September 2014

  8. The “new” High School Curriculum Computing in Israel, Leiden, September 2014

  9. The Committee • In the beginning of the ’90, the Ministry of Education nominated a curriculum committee. • Members were: • from the academia computer scientists and education researchers ; • from the Ministry of Education (the supervisor and others); • Computer Science teachers . • Ministry of Education: Support and budget Computing in Israel, Leiden, September 2014

  10. Principles • Computer science is a full fledged scientific subject; • The program should concentrate on key concepts and foundation of the discipline; • Teachers certified to teach computer science must have an adequate formal computer science education and pedagogical knowledge • Support laboratory sessions and individual “screen time” for each student. Computing in Israel, Leiden, September 2014

  11. Principles • There must be a kernel that everyone should earn, but teachers should be able to choose what they like best and feel comfortable with. Teachers thus become part of the actual design of the final program. • Provide different ways of algorithmic thinking and different ways of solving programs. Computing in Israel, Leiden, September 2014

  12. The Zipper Principle Conceptual and experimental issues should be interwoven throughout the program. Computing in Israel, Leiden, September 2014

  13. Study Material • Study material is divided into units of approximately 90 hours; • Course material is essential; • Special material should be developed for teachers and for students. Computing in Israel, Leiden, September 2014

  14. Two versions of our program: differ in quantity, depthand in content. The 3-unit version: intended for those who have only a general interest in computer science, The 5-unit one: for those who want to get much more involved in this scientific discipline. Computing in Israel, Leiden, September 2014

  15. Content Fundamentals of CS 1 and 2: the foundation for the entire program. Introduce the concept of algorithms and how to applythem in a programming language. Second Paradigm:introduces a different perspective foraddressingalgorithmic problems(Functional language, Prolog…) • also more practical aspects like graphics, information systems. Computing in Israel, Leiden, September 2014

  16. Data Structures(originally titledSoftware Design) :concentrates on data structures and complements the Fundamentalsunits. Theory:exposes students to the theoretical aspectsof the discipline and provides students a choice of alternativesincluding acomputational models unit (introducing concepts such as reduction, non-determinism) Computing in Israel, Leiden, September 2014

  17. Implementation The high school curriculum has been successfully implemented since the mid ’90: Course material was developed by different teams that had computer scientists on board, high school teachers and researchers in education. The community of researchers in CS education was founded. The Israeli center for CS teachers was established. Computing in Israel, Leiden, September 2014

  18. The Software Engineering Track • In addition to the regular CS track in some Israeli high schools we have a software engineering track; • The basis is the five unit CS curriculum; • In addition: • Physics or Biology or Chemistry; • Specialization track like: • Operating systems • Graphics • Smartphones – Android • Cyber Computing in Israel, Leiden, September 2014

  19. A few numbers • ~ 10000 take the three unit version; • ~7000 take the five unit version; • ~ 4450 take the software engineering track. Computing in Israel, Leiden, September 2014

  20. vs. Other sciences Computing in Israel, Leiden, September 2014

  21. Ref. J. Gal-Ezer, C. Beeri, D. Harel & A. Yehudai: “A High-School Program in Computer Science", Computer, 1995, 28, 10, pp. 73-80. J. Gal-Ezer & D. Harel: "Curriculum and Course Syllabi for High-School Computer Science Program", Computer Science Education,1999, 9, 2, pp. 114-147. Computing in Israel, Leiden, September 2014

  22. Middle (Junior High) School • In2012 the Israeli Ministry of Education alsolaunched a program to enhance science andtechnology education. • A six-year program coveringgradesseven through twelve; • A new computer science curriculum was introduced; Scratch, robotics, cyber…. Computing in Israel, Leiden, September 2014

  23. Implementation • The middle-school program has been implemented in a stepwise fashion. • Currently, there are more than 250 schools (out of 1000) participate. • The new Cyber track is very popular. Computing in Israel, Leiden, September 2014

  24. Ref. Zur-Bargury, I. 2012. A New Curriculum for Junior-High in Computer Science. ITiCSE’12 Conference, July 3–5, 2012, Haifa, Israel. Association for Computing Machinery, New York, NY. Zur Bargury. I., Haberman, B., Cohen and, A., Muller, O., Zohar, D., Levy, D. and Hotoveli, R. 2012. Implementing a New Computer Science Curriculum for Middle School in Israel. Proceedings of the FIE’12 Conference, Seattle, Washington, 886-891. Zur Bargury, I., Parv, B. and Lanzberg, D. 2013. A Nationwide Exam as a Tool for Improving a New Curriculum. ITiCSE’13, July 1-3, Canterbury, England, UK. Computing in Israel, Leiden, September 2014

  25. Teachers Computing in Israel, Leiden, September 2014

  26. Educators vs. Researchers: Researchers • Extensive knowledge in the field itself; • Research skills and methodologies of the field. Educators • Extensive knowledge in the field itself; • The ability to convey this knowledge correctly and reliably; • Provide perspective; • Infuse students with interest, curiosity, and enthusiasm. Computing in Israel, Leiden, September 2014

  27. So what should they know? The History of CS: theory as well as the machines themselves; The name and nature of the discipline; The relationship of the field to other disciplines; Curricula and study programs on both the school and university levels; Computing in Israel, Leiden, September 2014

  28. A variety of issues concerning problems in teaching theoretical and practical concepts; Equity and gender issues; Methodological and pedagogical issues, including web-based and technology-based learning. Computing in Israel, Leiden, September 2014

  29. J. Gal-Ezer & D. Harel: "What (else) should CS educators know?" Communications of the ACM, 1998, 41, 9, pp. 77-84. Computing in Israel, Leiden, September 2014

  30. Skills (Pedagogical, methodological): self-study of professional scientific literature; scientific research skills; skills required for preparing and delivering a lesson; Skills required for writing assignments and exams; presentation skills . Leiden Lorentz Center September 2014

  31. How??? Computing in Israel, Leiden, September 2014

  32. Teacher certification programs In addition to a bachelor degree in computer science, two components: courses and practical training which is accompanied by a workshop. Courses: A course based on “Algorithmics” by Harel; A seminar course (based on the ’98 paper); A methods course. Computing in Israel, Leiden, September 2014

  33. The Seminar Course To acquire: self-study of professional scientific literature; and scientific research skills; A reader of articles is provided, and students have to search for articles in the digital library, covering the subjects mentioned before. To acquire: presentation skills Teacher students (in-service and pre-service) are required to present seminar papers; Computing in Israel, Leiden, September 2014

  34. Examples of Seminar papers Computing in Israel, Leiden, September 2014

  35. The Method Course Rewritten based on the Hazzan, O., Lapidot, T. & Ragonis, N. 2011. Guide to teaching computer science. London: Springer-Verlag. To acquire: skills required for preparing and delivering a lesson, teacher students are required to prepare classes and deliver them to their pears and instructors. Computing in Israel, Leiden, September 2014

  36. Gender Computing in Israel, Leiden, September 2014

  37. Science exam-takers (advanced level) by gender Computing in Israel, Leiden, September 2014

  38. Achievements in CS Exam Computing in Israel, Leiden, September 2014

  39. Success??? How do we measure success? More students choose computer science; and most important Computing in Israel, Leiden, September 2014

  40. High School as a pipeline to higher education Computing in Israel, Leiden, September 2014

  41. Computing in Israel, Leiden, September 2014

  42. Challenges Maintain the discipline as an elective on the same par as Physics, Biology, Chemistry; Stick to long lasting basic/fundamental concepts; computational/algorithmic thinking; Language free! Make the curriculum attractive for all, including women; Computing in Israel, Leiden, September 2014

  43. Keep the curriculum updated; Computers in the Israeli social and geographical periphery; Most important: Maintain the CS teachers community and a group of leaders; Maintain a research community of University CS faculty and CS teachers. Computing in Israel, Leiden, September 2014

  44. The Five Elements that made it Computing in Israel, Leiden, September 2014

  45. The Five Elements that make it CS Teachers’ Preparation/ Certification Programs CS Curriculum and Syllabus CS Teachers Community CS Education Researchers Community Mandatory CS Teaching License Leiden Lorentz Center September 2014

  46. Thank you Computing in Israel, Leiden, September 2014

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