**Computer Science Education and Interdisciplinarity**

**Computer Science Education and Interdisciplinarity**

DOI: 10.5772/intechopen.68580

### Cristina-Maria Dabu Cristina-Maria Dabu Additional information is available at the end of the chapter

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Lumpur; 2013. pp. 93–98

136 Science Education - Research and New Technologies

& Technology. 2015;4(1):212–219

Additional information is available at the end of the chapter

http://dx.doi.org/10.5772/intechopen.68580

#### **Abstract**

The world today is characterized through three major elements in the scientific field: the development of classical sciences, the increasingly evolution in the field of computer science and, as result, the emergence of a large number of new border sciences or interdisciplinary and transdisciplinary sciences. In the formation of future specialists, computer science education cannot ignore the reality of a society in which research and technological progress are based primarily on interdisciplinarity and transdisciplinarity. Throughout this chapter, we will analyze the way in which all these elements are evolving in a very closely interdependency one of each other: the evolution of computer science accelerates the development of classical sciences, and the development of classical sciences and computer science generates the emergence and progress of new border sciences and how the educational curricula in computer sciences have to be adapted to this trend. We will present and analyze the ways in which computer science education can be performed in an interdisciplinary and/or transdisciplinary manner at all educational levels. In the same time, we will emphasize the reasons why it is necessary to teach computer science in an interdisciplinary and/or transdisciplinary way and the benefits that teaching strategy brings in the training of future specialists.

**Keywords:** computer science, education, interdisciplinarity, transdisciplinarity, barriers, emergent science, curricula, creativity, research, skills, development
