Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely:  focuses on some vexed issues in the preparation of computer science (CS) curricula, including the systematization of the different areas of the technology, the definition of topics and subtopics to teach, their distribution across the various computing courses, and the relationships beten them. It is a common opinion that such didactical difficulties are caused by the fast evolution of information technology. To show how this opinion has little ground, a comparison is made beten the methods adopted by educators of informatics and of electronics; in fact, also the electronic technology advances at a similarly fast pace. This analysis brings evidence how the experts in electronics have a ll-described theoretical basis that can be logically mapped and progressively taught to give a clear understanding of the field. The same cannot be said in CS. Educators in this field are not aided by underpinning theories in an effective manner. Experts have a mass of concepts at hand, but no network of logical connections to order them.  does not present a practical solution to these educational difficulties, but observes how the missing assistance of computer theorists may result in unnecessary expenditure of energy and considerable additional effort.
['Paolo Rocchi']
I am writing a research paper on a idea Guest Editorial Informatics and Electronics Education: Some Remarks
[{"from": "human", "value": "I am writing a research paper on a idea Guest Editorial Informatics and Electronics Education: Some Remarks"}, {"from": "gpt", "value": "Thats a unique idea.You should consider the following idea to enhance your idea so that it would impact uniquely:  focuses on some vexed issues in the preparation of computer science (CS) curricula, including the systematization of the different areas of the technology, the definition of topics and subtopics to teach, their distribution across the various computing courses, and the relationships beten them. It is a common opinion that such didactical difficulties are caused by the fast evolution of information technology. To show how this opinion has little ground, a comparison is made beten the methods adopted by educators of informatics and of electronics; in fact, also the electronic technology advances at a similarly fast pace. This analysis brings evidence how the experts in electronics have a ll-described theoretical basis that can be logically mapped and progressively taught to give a clear understanding of the field. The same cannot be said in CS. Educators in this field are not aided by underpinning theories in an effective manner. Experts have a mass of concepts at hand, but no network of logical connections to order them.  does not present a practical solution to these educational difficulties, but observes how the missing assistance of computer theorists may result in unnecessary expenditure of energy and considerable additional effort."}]