This book constitutes the refereed proceedings of the fourth International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2010, held in Zurich, Switzerland in January 2010. The 14 revised full papers presented together with 6 invited papers were carefully reviewed and selected from 32 submissions. A broad variety of topics related to teaching informatics in secondary schools is addressed ranging from national experience reports to paedagogical and methodological issues. Contributions solicited cover a variety of topics including but not limited to accessibility, assessment, classroom management, communication skills, computer science contests, computers and society, courseware, curriculum issues, research in informatics education, diagnostic teaching, empirical methods, ethical/societal issues, gender and diversity issues, high school/college transition issues, information systems, information technology, interdisciplinary courses and projects, laboratory/active learning, multimedia, object-oriented issues, pedagogy, student retention and persistence, role of programming and algorithmics, using emerging instructional, technologies and web-based techniques/web services.
Author(s): Juraj Hromkovic, Rastislav Královic, Jan Vahrenhold
Edition: 1st Edition.
Year: 2010
Language: English
Pages: 206
3642113753......Page 1
Lecture Notes in Computer Science 5941......Page 2
Teaching Fundamental
Concepts of Informatics
4th International Conference on Informatics in Secondary
Schools - Evolution and Perspectives, ISSEP 2010
Zurich, Switzerland, January 13-15, 2010
Proceedings
13......Page 3
Preface......Page 5
Conference Organization......Page 7
Table of Contents......Page 9
What? Why? How? – Questions That Should Be Reconsidered in Informatics Education......Page 11
Contests on Programming for General Education......Page 13
International Olympiads in Informatics......Page 14
Regional and National Olympiads in Informatics......Page 16
International Contest on Informatics and Computer Fluency......Page 17
Conclusions and Challenges......Page 20
References......Page 21
Introduction......Page 23
Induction and Recursion......Page 24
Intuition vs. Rigor......Page 26
Conclusion......Page 30
References......Page 31
The ACM K-12 Model Curriculum......Page 32
Realities......Page 34
State-Level Academic Standards......Page 35
Public Confusion......Page 36
Equity Issues......Page 37
CS Enrollments and "No Child Left Behind"......Page 38
Grass-Roots Efforts......Page 39
Teacher Development Institutes......Page 40
On-Line Communities and Teaching Materials......Page 41
Humanitarian FOSS......Page 42
Conclusions......Page 43
References......Page 44
Perspective on Computer Science Education......Page 45
Background......Page 46
Topics......Page 48
Didactic Approach......Page 49
Results......Page 53
Discussion......Page 56
References......Page 57
The High School CS Curriculum......Page 59
Object Based Software Design Course for Leading Teachers......Page 60
Research Questions......Page 61
Research Population......Page 62
The First Categorical System......Page 63
Enhanced Understanding of the Unit Contents......Page 65
Guiding Workshops......Page 66
Creating CS Leadership......Page 67
Factors Affecting the Course......Page 68
Conclusions......Page 69
References......Page 70
Introduction......Page 71
Method......Page 72
Teaching Unit......Page 73
Variables......Page 74
Effect of the Factor Gender......Page 75
Effect of the Tangible Artifact......Page 77
Effect of the Subjective Technical Competence......Page 78
Gender and Technology......Page 79
Outlook......Page 80
References......Page 81
Introduction......Page 82
Overview of the Article......Page 83
IOI Medal Boundaries......Page 84
Task Topics in TopCoder Contests......Page 85
Efficient Algorithms in UVa Contests......Page 86
New Task Types by Year......Page 88
Subjective Task Difficulty Rating......Page 89
Slovak Selection Camp......Page 90
Evaluating Task Difficulty Using IRT......Page 92
Conclusion......Page 93
Survey on NWERC Tasks......Page 95
Introduction......Page 96
Role of Games in Knowledge Acquisition......Page 97
Overview of the Paper......Page 98
Guess the Sentence......Page 99
Strategies and Practical Experience......Page 100
Rules......Page 101
Materials and Preparation......Page 102
Background and Insights......Page 103
Material......Page 104
Materials and Preparation......Page 105
Background and Insights......Page 106
Conclusion......Page 107
Soy-Sugar-Glue: Possible Goals......Page 108
Knocking Game: Comparison of Strategies......Page 109
Introduction......Page 110
Network Partners......Page 111
Network Resources......Page 112
BCS (Coventry) Volunteers......Page 113
Professional Bodies......Page 114
Secondary Education......Page 115
Challenges......Page 116
Reflections......Page 118
Future Plans......Page 119
References......Page 120
Introduction......Page 122
Technical Details for the Teachers......Page 124
Introducing the Concept of Public-Key Cryptography......Page 127
Teaching the Graph-Theoretical Cryptosystem......Page 128
Introducing the Concept of Public-Key Cryptography......Page 129
An Example Lesson at a Secondary School......Page 130
Overview of the Lesson......Page 131
Conclusion......Page 132
References......Page 133
Motivation......Page 134
Theoretical Background......Page 135
Empirical Proceeding......Page 136
Exemplary Illustration of Analysing the Expert Interviews......Page 138
Summary and Conclusions......Page 143
References......Page 145
Introduction......Page 146
Materials......Page 147
Pilot Project......Page 148
Computational Concepts Using Scratch......Page 149
CS Unplugged......Page 150
References......Page 151
Motivation......Page 153
Shifting Educational Aims......Page 154
Where to Start from?......Page 155
Encryption......Page 157
Operating Systems and Computer Networks......Page 158
Free-Text Evaluation on Grasping the Concept of Informatics......Page 159
Attention as an Indicator of Attractiveness......Page 160
Review Session with Teachers and Pupils......Page 162
References......Page 163
Introduction......Page 165
Truc Framework......Page 166
Model of Object-Oriented Programming......Page 167
Transitive Dependencies......Page 169
Cycles......Page 171
Comparison with Another Model......Page 172
Implications for Teaching......Page 173
Conclusions......Page 174
References......Page 175
Introduction......Page 180
Overview......Page 181
The Weekly Schedule of the Camp......Page 182
Lectures and Seminar Activities......Page 183
Proboj – The Programming Competition......Page 184
Naboj – The Mathematical Team Contest......Page 185
Mental Exercise......Page 186
Social Activities......Page 187
Popularity of Activities......Page 189
Conclusion......Page 190
References......Page 191
Types of Names......Page 192
Naming and Working Memory......Page 193
Mission 1 – Naming and Referring......Page 195
Mission 2 – Using Names for Activities......Page 197
Mission 3: Referring to Entities within a Complex Geometry......Page 199
Using Names for Entities and Types......Page 200
Referring Strategies......Page 201
Conclusion......Page 202
References......Page 203
Introduction......Page 204
The Project Development Activity......Page 205
Underlying Principles......Page 206
Implementation......Page 207
The Study......Page 208
Findings and Discussion......Page 209
References......Page 214
Author Index......Page 216
