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Deductive teaching from computer science foundations

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Abstract

Various problems concerning the teaching of informatics arise from the foundations of computer science. Difficulties in terminology, in lesson definition, in the introduction to topics are examples of substantial and they are not psychological or expressive problems. The foundations are officially acknowledged as an open problem and they give rise to incomplete and mnemomic computer science learning. They do not allow the student to be aware of informatics themes. They subsequently inhibit programming, systems design, research and many other activities. This paper discusses the results of theoretical research on the foundations carried out at IBM. This facititates deductive teaching and improves students’ preparation on the basic contents and on all the other themes of computer science. The early lessons of a high-school course are outlined. © 1998 IFIP, published by Chapman & Hall Ltd

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REFERENCES

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Authors and Affiliations

  1. Education, IBM, Roma, Italy

    Paolo Rocchi

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  1. Paolo Rocchi
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Rocchi, P. Deductive teaching from computer science foundations. Education and Information Technologies 3, 41–50 (1998). https://doi.org/10.1023/A:1009698221513

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  • DOI: https://doi.org/10.1023/A:1009698221513

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