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Differentiated computer science syllabuses : a fundamental pedagogic perspectiveVan Heerden, Joan Pamela 11 1900 (has links)
South Africans are confronted by social and economic problems of magnitude and complexity that cannot be ignored by curriculum planners. Increasing population statistics, plummeting gold prices, disinvestment, unemployment and political uncertainty continue to make economic and social ventures hazardous in their undertaking. Man accesses his world through education, and curriculum planners should, therefore,
anticipate the future socio-economic structures of this country, and beyond, thereby providing meaningful school curricula that will prepare learners for the technologyintensive workplaces of modem times. Curriculating wisdom would include the:
* needs of the learner as he prepares for adulthood;
* demands of society for utilitarian citizens; and
* structuring of knowledge that encourages learning rather than discourages it.
The secondary school adolescent is career oriented and progresses towards a state of independent thought and behaviour. The school is obliged to address the situation of the adolescent and provide learning opportunities that will prepare him for a meaningful place in society. Selected themes from the discipline of computer science have been evaluated according to the essences of the pedagogic school structure. Differentiation of the subject content has been indicated so that pupils of all academic abilities can benefit from the learning experiences offered by the content.
A questionnaire, sent to Education Departments in South Africa, determined that computer science was available to a very small percentage of pupils for matriculation creditation. A sample of these pupils completed a questionnaire designed to determine their regard for the subject and the influence it had on their choice of career. Three
pupils were interviewed to assess, primarily, the role that computers played in their family and peer relationships.
All investigations confirmed that computer science is a highly desired subject, skilfully able to fulfil the needs of the adolescent as he prepares for his place in society in the most meaningful, contemporaneous and dignified manner. / Educational Studies / D.Ed. (Philosophy of Education)
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Differentiated computer science syllabuses : a fundamental pedagogic perspectiveVan Heerden, Joan Pamela 11 1900 (has links)
South Africans are confronted by social and economic problems of magnitude and complexity that cannot be ignored by curriculum planners. Increasing population statistics, plummeting gold prices, disinvestment, unemployment and political uncertainty continue to make economic and social ventures hazardous in their undertaking. Man accesses his world through education, and curriculum planners should, therefore,
anticipate the future socio-economic structures of this country, and beyond, thereby providing meaningful school curricula that will prepare learners for the technologyintensive workplaces of modem times. Curriculating wisdom would include the:
* needs of the learner as he prepares for adulthood;
* demands of society for utilitarian citizens; and
* structuring of knowledge that encourages learning rather than discourages it.
The secondary school adolescent is career oriented and progresses towards a state of independent thought and behaviour. The school is obliged to address the situation of the adolescent and provide learning opportunities that will prepare him for a meaningful place in society. Selected themes from the discipline of computer science have been evaluated according to the essences of the pedagogic school structure. Differentiation of the subject content has been indicated so that pupils of all academic abilities can benefit from the learning experiences offered by the content.
A questionnaire, sent to Education Departments in South Africa, determined that computer science was available to a very small percentage of pupils for matriculation creditation. A sample of these pupils completed a questionnaire designed to determine their regard for the subject and the influence it had on their choice of career. Three
pupils were interviewed to assess, primarily, the role that computers played in their family and peer relationships.
All investigations confirmed that computer science is a highly desired subject, skilfully able to fulfil the needs of the adolescent as he prepares for his place in society in the most meaningful, contemporaneous and dignified manner. / Educational Studies / D.Ed. (Philosophy of Education)
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Knowledge-based tutors: An artificial intelligence approach to educationWoolf, Beverly Park 01 January 1990 (has links)
A vehicle is suggested for bringing information technology into education. Knowledge-based systems are proposed as a way to explore, reason about, and synthesize large knowledge bases. These systems utilize resources such as artificial intelligence, multimedia, and electronic communication to reason about what, with whom, and how they should teach in order to tailor knowledge and communication to individual students. Teaching material does not consist of a repertoire of prespecified responses; rather, reasoning about the student and the complexity of the subject matter informs the system's response so that inferences made by the machine become key features of the system's response. Currently, such systems can reason about a student's presumed knowledge, can solve the problems given to the student, and can begin to recognize plausible student misconceptions. This document provides a practical hands-on guide for people who are considering building knowledge-based systems. It identifies the requisite resources, personnel, hardware and software and describes artificial intelligence methodologies and tools that might become available. The document is directed both at increased production of knowledge-based systems and also at improving the dialogue among computer scientists, educators, researchers, and classroom practitioners around the issue of information technology in the schools.
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