Informatics in Schools. Curricula, Competences, and Competitions

Name: Informatics in Schools. Curricula, Competences, and Competitions | 8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Ljubljana, Slovenia, September 28 - October 1, 2015, Proceedings
Brand: Springer
Price: 50.28 EUR
Availability: OnlineOnly

8th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2015, Ljubljana, Slovenia, September 28 - October 1, 2015, Proceedings

Andrej Brodnik Jan Vahrenhold(Herausgeber*in)

Springer (Verlag)

Erschienen am 23. September 2015

XVI, 183 Seiten

E-Book

PDF mit Wasserzeichen-DRM

Systemvoraussetzungen

978-3-319-25396-1 (ISBN)

50,28 €inkl. 7% MwSt.

Systemvoraussetzungen

für PDF mit Wasserzeichen-DRM

E-Book Einzellizenz

Als Download verfügbar

Beschreibung

Weitere Details

Weitere Ausgaben

Inhalt

Intro
Preface
Organization
Contents
Surprising Computer Science
1 Introduction
2 The Secret Code
3 Communicating the Magic
4 Paradoxes and Surprises
5 The Dark Side of Magic
6 Conclusion
The Theory Behind Theory - Computer ScienceEducation Research Through the Lenses of SituatedLearning
1 Introduction
2 Theoretical Framework
3 Enculturation into Theory of Computation Community
4 Conclusion and Outlook
Robotics Activities-Is the Investment Worthwhile?
1 Introduction
2 Background
2.1 Research on Young Students Learning CS
2.2 Robotics
2.3 The Research in Light of Previous Work
3 Description of the Research
3.1 Research Question
3.2 Population
3.3 Research Framework
3.4 Research Instruments and Data Analysis
3.5 The Questionnaire
4 Results
5 Discussion
6 Conclusions
Dimensions of Programming Knowledge
1 Introduction
2 Background and Related Work
2.1 Concept Maps and Declarative Knowledge
2.2 The SOLO Taxonomy
2.3 The Cognitive Structure of Programming
3 The Educational Context
4 The Study
4.1 Design
4.2 Data Analysis
4.3 Discussion
5 Knowledge and Competencies
6 Conclusion and Future Work
Defining Proficiency Levels of High School Students inComputer Science by an Empirical Task Analysis
1 Motivation
2 MoKoM Background and Prior Results
4 Overview of Proficiency Levels
5 Conclusions
Classification of Programming Tasks According to Required Skills and Knowledge Representation
1 Introduction
2 Related Work
3 Methodology
3.1 Sources for the Tasks
3.2 Selection of the Tasks
3.3 Classification of the Tasks
4 The Resulting Types
4.1 Type 1a. ``write code''
4.2 Type 1b. ``write code''
4.3 Type 2. ``write code using the given code''
4.4 Type 3. ``adjust/extend/complete the given code''
4.5 Type 4. ``optimize the given code''
4.6 Type 5. ``debug the given code''
4.7 Type 6. ``set the right preconditions to the given code''
4.8 Type 7. ``test the given code''
4.9 Type 8. ``transform the given code''
4.10 Type 9. ``trace/explain the given code''
4.11 Type 10. ``specify a problem to the given code''
4.12 Type 11. ``draw a diagram to the given code''
5 Incidence of the Types
6 Forms of Knowledge Representation in the Tasks
7 Conclusion and Future Work
Online vs Face-To-Face Engagement of Computing Teachers for their Professional Development Needs
1 Introduction
2 Professional Development of Computing Teachers
3 Communities of Practice - Online and Offline
4 The Computing at School Community
5 Methodology
6 Findings
6.1 Teacher Profile
6.2 Professional Development (PD) in Computing
6.3 The CAS Community
7 Discussion
8 Conclusion
Programming in Scratch Using Inquiry-Based Approach
1 Inquiry-Based Learning and Programming Education
2 Project and Methodology
3 Findings
4 Pupils' Perception of the Teaching Experiment
5 Conclusion
Olympiad in Computer Science and Discrete Mathematics
1 Introduction
2 Analysis of CS Competition Organization
3 Analysis of DM&TI-2015 Content
4 Solution for the Task ``Graphs''
5 Technology of DM&TI Tasks Design
6 Technology of Manipulators Design
7 The DM&TI-2015 Results
8 Conclusions
CS Unplugged: Experiences and Extensions
1 Introduction
1.1 The Slovenian Translation
1.2 Setup
2 Experiences and Adaptations
2.1 Binary Number Representation
2.2 Text Encoding and Decoding
2.3 Error Correction
2.4 Text Compression
2.5 Programming Languages
2.6 Bisection
2.7 Sorting Algorithms
2.8 Sorting Networks
2.9 Deadlock
2.10 Algorithms on Graphs
2.11 Cryptography
2.12 Artificial Intelligence
3 Conclusion
Computing at School in Sweden - Experiences from Introducing Computer Science within Existing Subjects
1 Introduction
2 Overview of Computing in Swedish Schools
3 Bebras
4 Activities in Linköping
5 Activities in Lund
6 Activities in Luleå
7 Activities in Stockholm
8 Lessons Learned and Ways Forward
Introducing a New Computer Science Curriculum for All School Levels in Poland
Introduction
Terminology
Early History of Computers in Education in Poland
Informatics Education in Poland Today
Informatics Education
Computational Thinking
A New Computer Science Curriculum
Is Computer Science Education in Crisis?
The New Computer Science Curriculum
Implementation Comments, Supporting Activities
The Road Map
Analyzing the Twitter Data Stream Using the Snap! Learning Environment
1 Introduction
2 Data Stream Systems
2.1 Function of Data Stream Systems
2.2 Usage Examples of Data Stream Systems
2.3 Principles of Data Stream Analyses in Daily Life
3 Using Snap! for Twitter Analysis
3.1 Possibilities and Usage
3.2 Realization and Technical Aspects
4 Summary
Is Coding the Way to Go?
1 Introduction
2 The Algomotricity Maze Workshop (AlMa)
3 Assessment
4 AlMa vs HoC
4.1 Algorithm, Program, and Code
4.2 The Hour of Code (HoC)
4.3 Differences
4.4 Discussion
Visual Literacy in Introductory Informatics Problems
1 Introduction
2 Roles of Diagrams in Problem Solving
3 Method: Qualitative Analysis of Problem Statements
4 Coding Rules for Bebras Contest Task Diagrams
5 Perspectives: Next Steps
References
Author Index

Systemvoraussetzungen

Als PDF speichern Als Link merken