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Table of Contents
Intro; Preface; Acknowledgments; Contents; Part I: Introductory Part: Motivation, Challenges, and Conceptual Vision of STEM-Driven CS Education Based on Robotics; Chapter 1: Challenges of STEM-Driven Computer Science (CS) Education; 1.1 Introduction; 1.2 Motivation of Our Approach; 1.3 Smart Education and STEM; 1.4 Ten Top Challenges in STEM Education; 1.5 CS Teaching Challenges Without STEM Context; 1.6 Challenges of STEM-Driven CS Education; 1.7 The Bookś Objectives and Research Agenda; 1.8 The Topics This Book Addresses; 1.9 Summary and Concluding Remarks; References.
Chapter 2: A Vision for Introducing STEM into CS Education at School2.1 Introduction; 2.2 Related Work; 2.2.1 STEM-Based Education Challenges; 2.2.2 The Role of CS in STEM-Oriented Education; 2.2.3 The Role of Smart Devices and Educational Robotics in STEM-Driven CS Education; 2.2.4 The Role of Context in Analysis and Design of Educational Systems; 2.3 A General Description of Our Approach; 2.3.1 A Conceptual Model of STEM-Driven CS Education; 2.4 A Framework to Implement the Proposed Conceptual Model; 2.5 Basis for Implementing Our Approach: A Process-Based Vision.
2.6 STEM-Driven Learning Processes as a Problem Domain2.7 Summary, Discussion and Overall Evaluation; 2.8 Conclusion; References; Chapter 3: Smart Devices and Educational Robotics as Technology for STEM Knowledge; 3.1 Introduction; 3.2 Related Work; 3.3 Introducing Robotics in STEM-Driven CS Education; 3.4 Educational Robot Generic Architecture; 3.5 Conceptual Model of STEM-Driven Environment; 3.6 Discussion and Conclusion; References; Part II: Methodological and Theoretical Background of Approaches to Implement the Proposed Vision.
Chapter 4: A Methodological Background for STEM-Driven Reuse-Enhanced CS Education4.1 Introduction; 4.2 Related Work; 4.2.1 Variability Research in SWE; 4.2.2 Variability in Learning; 4.2.2.1 Feature-Based Variability in Learning; 4.2.2.2 Social Variability, Inclusive Teaching and STEM; 4.3 Explicit Representation of Variability: A Motivating Example; 4.3.1 Capabilities of Feature Diagrams in Learning Object Domain; 4.3.2 Limitations of Feature Diagrams in Learning Object Domain; 4.4 A Framework to Implement Learning Variability in STEM Paradigm; 4.5 Motivation of STEM-Driven Research Topics.
4.6 Two Approaches of Dealing with Variability in STEM4.7 Summary, Evaluation and Extended Discussion; 4.8 Conclusion; References; Chapter 5: Theoretical Background to Implement STEM-Driven Approaches; 5.1 Introduction; 5.2 Motivation and Methodology of Describing the Background; 5.3 Related Work; 5.4 Background of Feature-Based Modelling; 5.4.1 A Vision for Researching STEM-Driven CS Education; 5.4.2 Basics of Feature Modelling; 5.4.3 Formal Definition of Features and Constraints; 5.4.4 Static and Dynamic Feature Models; 5.4.5 Mechanisms to Support Dynamicity for STEM.
Chapter 2: A Vision for Introducing STEM into CS Education at School2.1 Introduction; 2.2 Related Work; 2.2.1 STEM-Based Education Challenges; 2.2.2 The Role of CS in STEM-Oriented Education; 2.2.3 The Role of Smart Devices and Educational Robotics in STEM-Driven CS Education; 2.2.4 The Role of Context in Analysis and Design of Educational Systems; 2.3 A General Description of Our Approach; 2.3.1 A Conceptual Model of STEM-Driven CS Education; 2.4 A Framework to Implement the Proposed Conceptual Model; 2.5 Basis for Implementing Our Approach: A Process-Based Vision.
2.6 STEM-Driven Learning Processes as a Problem Domain2.7 Summary, Discussion and Overall Evaluation; 2.8 Conclusion; References; Chapter 3: Smart Devices and Educational Robotics as Technology for STEM Knowledge; 3.1 Introduction; 3.2 Related Work; 3.3 Introducing Robotics in STEM-Driven CS Education; 3.4 Educational Robot Generic Architecture; 3.5 Conceptual Model of STEM-Driven Environment; 3.6 Discussion and Conclusion; References; Part II: Methodological and Theoretical Background of Approaches to Implement the Proposed Vision.
Chapter 4: A Methodological Background for STEM-Driven Reuse-Enhanced CS Education4.1 Introduction; 4.2 Related Work; 4.2.1 Variability Research in SWE; 4.2.2 Variability in Learning; 4.2.2.1 Feature-Based Variability in Learning; 4.2.2.2 Social Variability, Inclusive Teaching and STEM; 4.3 Explicit Representation of Variability: A Motivating Example; 4.3.1 Capabilities of Feature Diagrams in Learning Object Domain; 4.3.2 Limitations of Feature Diagrams in Learning Object Domain; 4.4 A Framework to Implement Learning Variability in STEM Paradigm; 4.5 Motivation of STEM-Driven Research Topics.
4.6 Two Approaches of Dealing with Variability in STEM4.7 Summary, Evaluation and Extended Discussion; 4.8 Conclusion; References; Chapter 5: Theoretical Background to Implement STEM-Driven Approaches; 5.1 Introduction; 5.2 Motivation and Methodology of Describing the Background; 5.3 Related Work; 5.4 Background of Feature-Based Modelling; 5.4.1 A Vision for Researching STEM-Driven CS Education; 5.4.2 Basics of Feature Modelling; 5.4.3 Formal Definition of Features and Constraints; 5.4.4 Static and Dynamic Feature Models; 5.4.5 Mechanisms to Support Dynamicity for STEM.