computing in israel achievements and challenges computing in israel achievements and challenges...

Computing in Israel

Achievements and

Challenges

Computing in Israel

Achievements and

Challenges

Computing in Israel, Leiden, September 2014

AgendaAgenda 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.

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.


Since when?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.

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.


The Israeli Education SystemThe Israeli Education System

The Israeli education system is a centralized one.

The Ministry of Education determines the educational policy on all levels, from Kindergarten to higher education.

Its policy is implemented with the assistance of professional committees and professional supervisors.

The Israeli education system is a centralized one.

The Ministry of Education determines the educational policy on all levels, from Kindergarten to higher education.

Its policy is implemented with the assistance of professional committees and professional supervisors.


The school system is divided into three stages:

Six years of elementary school (grades 1 through 6);Three years of middle (Junior High) school (grades 7 through 9); Three years of high school (grades 10 through 12).

The school system is divided into three stages:

Six years of elementary school (grades 1 through 6);Three years of middle (Junior High) school (grades 7 through 9); Three years of high school (grades 10 through 12).


Matriculation ExamsMatriculation Exams

The three years of high school culminate in a set of matriculation exams. The exams are based on: A core of required subjects;An extensive list of electives including physics, chemistry, biology, and courses in humanities and social sciences. Some of the subjects come in various levels, the most common being three-unit and five-unit programs.

The three years of high school culminate in a set of matriculation exams. The exams are based on: A core of required subjects;An extensive list of electives including physics, chemistry, biology, and courses in humanities and social sciences. Some of the subjects come in various levels, the most common being three-unit and five-unit programs.


Importance of the matriculation: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.

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.


The “new” High School CurriculumThe “new” High School Curriculum


The CommitteeThe 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

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 budgetComputing in Israel, Leiden,

September 2014

PrinciplesPrinciples 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.

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.


PrinciplesPrinciples

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.

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.


The Zipper PrincipleThe Zipper Principle


Conceptual and experimental issues should be interwoven throughout the program.

Study MaterialStudy MaterialStudy MaterialStudy 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.

Study material is divided into units of approximately 90 hours;

Course material is essential;

Special material should be developed for teachers and for students.


Two versions of our program:differ in quantity, depth and 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 moreinvolved in this scientific discipline.

Two versions of our program:differ in quantity, depth and 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 moreinvolved in this scientific discipline.


ContentContent

Fundamentals of CS 1 and 2Fundamentals of CS 1 and 2: the foundation : the foundation for the entire program. Introduce the for the entire program. Introduce the concept of algorithms and how to applyconcept of algorithms and how to apply them in a programming language.them in a programming language.

Second ParadigmSecond Paradigm:: introduces a different introduces a different perspective forperspective for addressingaddressing algorithmic algorithmic problems (Functional language, Prolog…)problems (Functional language, Prolog…)

also more practical aspects like also more practical aspects like graphics, graphics, information systems.information systems.

Fundamentals of CS 1 and 2Fundamentals of CS 1 and 2: the foundation : the foundation for the entire program. Introduce the for the entire program. Introduce the concept of algorithms and how to applyconcept of algorithms and how to apply them in a programming language.them in a programming language.

Second ParadigmSecond Paradigm:: introduces a different introduces a different perspective forperspective for addressingaddressing algorithmic algorithmic problems (Functional language, Prolog…)problems (Functional language, Prolog…)

also more practical aspects like also more practical aspects like graphics, graphics, information systems.information systems.


Data StructuresData Structures (originally titled(originally titled Software Design) :Software Design) : concentrates on concentrates on data structures and complements the data structures and complements the FundamentalsFundamentals units.units.

TheoryTheory:: exposes students to the exposes students to the theoretical aspectstheoretical aspects of the discipline of the discipline and provides students a choice of and provides students a choice of alternativesalternatives including aincluding a computational computational models unit models unit (introducing concepts such as (introducing concepts such as reduction, non-determinism)reduction, non-determinism)

Data StructuresData Structures (originally titled(originally titled Software Design) :Software Design) : concentrates on concentrates on data structures and complements the data structures and complements the FundamentalsFundamentals units.units.

TheoryTheory:: exposes students to the exposes students to the theoretical aspectstheoretical aspects of the discipline of the discipline and provides students a choice of and provides students a choice of alternativesalternatives including aincluding a computational computational models unit models unit (introducing concepts such as (introducing concepts such as reduction, non-determinism)reduction, non-determinism)


ImplementationImplementationThe high school curriculum has been The high school curriculum has been successfully implemented since the mid ’90:successfully implemented since the mid ’90:Course material was developed by different teams that had computer scientistson board, high school teachers and researchersin education.The community of researchers in CS educationresearchers in CS educationwas founded.was founded.The Israeli center for CS teachers wasestablished.

The high school curriculum has been The high school curriculum has been successfully implemented since the mid ’90:successfully implemented since the mid ’90:Course material was developed by different teams that had computer scientistson board, high school teachers and researchersin education.The community of researchers in CS educationresearchers in CS educationwas founded.was founded.The Israeli center for CS teachers wasestablished.


The Software Engineering TrackThe 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 systemsGraphicsSmartphones – AndroidCyber

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 systemsGraphicsSmartphones – AndroidCyber


A few numbersA few numbers

~ 10000 take the three unit version; ~7000 take the five unit version;

~ 4450 take the software engineering track.

~ 10000 take the three unit version; ~7000 take the five unit version;

~ 4450 take the software engineering track.


vs. Other sciencesvs. Other sciences


Ref.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.

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.


Middle (Junior High) SchoolMiddle (Junior High) SchoolMiddle (Junior High) SchoolMiddle (Junior High) School

In 2012 the Israeli Ministry of Education also launched a program to enhance science and technology education. A six-year program covering grades seven through twelve; A new computer science curriculum was introduced; Scratch, robotics, cyber….

In 2012 the Israeli Ministry of Education also launched a program to enhance science and technology education. A six-year program covering grades seven through twelve; A new computer science curriculum was introduced; Scratch, robotics, cyber….


ImplementationImplementation

The middle-school program has been The middle-school program has been implemented in a stepwise fashion. implemented in a stepwise fashion.

Currently, there are more than 250 Currently, there are more than 250 schools (out of 1000) participate.schools (out of 1000) participate.

The new Cyber track is very popular.The new Cyber track is very popular.

The middle-school program has been The middle-school program has been implemented in a stepwise fashion. implemented in a stepwise fashion.

Currently, there are more than 250 Currently, there are more than 250 schools (out of 1000) participate.schools (out of 1000) participate.

The new Cyber track is very popular.The new Cyber track is very popular.


Ref.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.

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.


TeachersTeachers


Educators vs. Researchers:Educators vs. Researchers:

Researchers

Extensive knowledge in the field itself;

Research skills and methodologies of the field.

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.

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.


So what should they know?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;

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;


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.

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.


J. Gal-Ezer & D. Harel:

"What (else) should CS educators know?"

Communications of the ACM, 1998, 41, 9,pp. 77-84.

J. Gal-Ezer & D. Harel:

"What (else) should CS educators know?"

Communications of the ACM, 1998, 41, 9,pp. 77-84.


Skills (Pedagogical, methodological):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 .

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

How???How???


Teacher certification programsTeacher certification programs

In addition to a bachelor degree in computer science, two components: courses and practical training which is accompanied by a workshop.Courses:

1.A course based on “Algorithmics” by Harel;2.A seminar course (based on the ’98 paper);3.A methods course.

In addition to a bachelor degree in computer science, two components: courses and practical training which is accompanied by a workshop.Courses:

1.A course based on “Algorithmics” by Harel;2.A seminar course (based on the ’98 paper);3.A methods course.


The Seminar CourseThe 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;

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;


Examples of Seminar papersExamples of Seminar papersTopic Examples

The history of CS The development of programming languages; of computers, of operating systems

CS curricula The development of CS curricula in the school system, in colleges and universities in different countries; gender and equity issues in CS programs worldwide

CS teaching issues The first programming language and its influence;

problems in teaching the CS1 introductory course; problems in teaching programming;

teaching different programming paradigms;

difficulties in teaching recursion and ways to assist teaching and learning ;

challenges in teaching efficiency and how to prevent them ;

misconceptions in CS ;

Methodology and pedagogy Visual tools to assist teaching and learning; games and aids in teaching CS topics such as programming, data structures and algorithms, Turing machines and complexity ;

project based learning; lab-based teaching; internet based learning


The Method CourseThe Method Course

Rewritten based on theHazzan, 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.

Rewritten based on theHazzan, 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.


GenderGender


Science exam-takers (advanced level) by genderScience exam-takers (advanced level) by gender

Discipline Gender 2009

Math Male 33.9%

Female 36.9%

Physics Male 13.1%

Female 6.2%

Chemistry Male 7.1%

Female 10.6%

Biology Male 14.5%

Female 21.6%

CS Male 9.8%

Female 3.9%


Achievements in CS ExamAchievements in CS Exam

Year Male Achievements Female Achievements

5 units 1-3 units 5 units 1-3 units

2005 88.2 80.1 88.6 82.6

2006 88.9 81.6 89.2 83.6

2007 89.1 81.9 88.9 83.4

2008 89.0 78.1 88.9 80.9

2009 89.2 80.4 89.5 82.8

2010 90.1 81.1 90.5 82.9

2010 89.8 81.2 90.0 82.5


Success???Success???

How do we measure success?

More students choose computer science;

and most important

How do we measure success?

More students choose computer science;

and most important


High School as

a pipeline to higher education

High School as

a pipeline to higher education


Year of graduation

Level of exam

%of males who pursued higher computing education

%of females who pursued higher computing education

2004 0 2.6% 0.9%

1-3 4.0% 1.5%

5 19.9% 13.0%

2005 0 2.2% 1.1%

1-3 3.4% 2.1%

5 16%. 15.9%

2006 0 1.4% 0.9%

1-3 2.1% 2.0%

5 11.6% 15.2%Computing in Israel, Leiden, September 2014

ChallengesChallenges

Maintain the discipline as an elective onthe 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;

Maintain the discipline as an elective onthe 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;


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.

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.


The Five Elements that

made it

The Five Elements that

made it


The Five Elements that make itThe Five Elements that make it

CS

Curriculum and Syllabus

CS Teachers’ Preparation/

Certification Programs

Mandatory CS Teaching License

CS Education Researchers Community

Leiden Lorentz Center September 2014

CS Teachers Community

Thank youThank you


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