منابع مشابه
Graph Theory in High School Education
Graph theory is not being taught on Czech high schools. The reasons seem to be rather historical than factual. In this contribution, we discuss the usefulness of elementary Graph theory for High school students. Then we formulate the targets and objectives of this education. Core of this contribution is topological sorting. It is an example of an advanced topic in graph theory, which is still c...
متن کاملApplying Creativity in CS High School Education
This paper describes an innovative method for teaching computer science in general high school education, illustrated with the example of introductory programming. Analyzing the literature in CS education research we found that creativity is rarely regarded, especially in high school education; although a few authors describe promising results from applying creativity. We designed and applied a...
متن کاملPhysics With Robotics - Using LEGO MINDSTORMS In High School Education
Integrating robotics activities in science curriculum provides rich opportunities to engage students in real world science and help them to develop conceptual understanding of physics principles through the process of investigation, data analysis, engineering design, and construction. In addition, students become more confident learners and develop better problem-solving and teamwork skills. In...
متن کاملAn Experience in Curriculum Design for High School Statistics Education
This paper reports on an exercise of laying out a series of teaching sequences aimed at developing statistical reasoning in high school students. From a conceptual perspective, we examined the distinctions concerning the notions of statistical literacy, reasoning and thinking and considered three working scenarios reported in literature (data sets, sampling and probability situations) as refere...
متن کاملذخیره در منابع من
با ذخیره ی این منبع در منابع من، دسترسی به آن را برای استفاده های بعدی آسان تر کنید
ژورنال
عنوان ژورنال: Journal of Educational Psychology
سال: 1915
ISSN: 0022-0663
DOI: 10.1037/h0067075