Informatics in Schools. Rethinking Computing Education 14th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2021, Virtual Event, November 3-5, 2021, Proceedings

• Main Authors: Barendsen, Erik, Chytas, Christos
• Format: eBook
• Language: English
• Published: Netherlands Springer Nature 2021; Springer International Publishing AG; Springer International Publishing
• Edition: 1
• Series: Lecture Notes in Computer Science
• Subjects: Data processing Computer science; Education-Data processing
• ISBN: 9783030902285; 3030902285; 3030902277; 9783030902278

This book constitutes the proceedings of the 14th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2021, held in Nijmegen, The Netherlands, in November 2020. Due to COVID-19 related travelling restrictions the conference had to be switched to online fo...

Table of Contents:

• 3.1 Sample of Participants -- 3.2 Data Collection and Analysis -- 4 Results -- 4.1 Game Art in the Game-Making Process -- 4.2 Description of Functions of Game Art Tasks -- 4.3 Functions of Game Art Tasks -- 4.4 Why Pupils Like Pixel Art Tasks -- 5 Discussion -- 6 Conclusion -- References -- Teaching Recursion in High School -- 1 Introduction -- 2 Road Map -- 2.1 Preknowledge -- 2.2 Give a Quick Outlook on What Is Going to Happen -- 2.3 Introduce Recursion Using an Example -- 2.4 Link Recursion to Something Known -- 2.5 Point Out the Importance of a Base Case -- 2.6 Combine Recursion with Return Values -- 2.7 Allow Multiple Calls per Function Body -- 2.8 Implement Known Algorithms Recursively -- 2.9 Introduce Divide-and-Conquer -- References -- Advancing Computing Education -- A Multi-dimensional Approach to Categorize Bebras Tasks -- 1 Introduction -- 1.1 Open Issues with Categorization -- 1.2 Other Approaches -- 2 Proposed Dimensions -- 2.1 1st Dimension: Topic -- 2.2 2nd Dimension: Computational Thinking Skills -- 2.3 3rd Dimension: Range of Requirements -- 2.4 Another Dimension: Target Age? -- 2.5 Another Dimension: Stances? -- 3 Proposal -- 4 Evaluation -- 5 Conclusion and Discussion -- References -- Girls' Summer School for Physical Computing: Methodology and Acceptance Issues -- 1 Introduction -- 1.1 Gender Issues -- 1.2 Technology Acceptance Issues -- 1.3 The Aim of the Study -- 2 Methodology for Physical Computing Education Activities -- 3 Research Methodology -- 3.1 Participants -- 3.2 Instruments -- 4 Research Methodology -- 5 Conclusions -- A The Proposed Topics of Arduino Mini Projects -- B The Areas of the Mini Projects -- C The Design Thinking Model ch8refsps30 -- D Girls Performing the Mini Projects -- References -- Towards a Compulsory Computing Curriculum at Primary and Lower-Secondary Schools: The Case of Czechia
• Intro -- Preface -- Organization -- Contents -- Fostering Computational Thinking -- Computational Thinking in Context Across Curriculum: Students' and Teachers' Perspectives -- 1 Introduction -- 2 Methods -- 2.1 Participants -- 2.2 Lesson Design -- 2.3 Data Collection -- 2.4 Data Analysis -- 3 Results -- 3.1 Students -- 3.2 Teachers -- 4 Conclusion and Discussion -- References -- Towards Classification of Interactive Non-programming Tasks Promoting Computational Thinking -- 1 Introduction -- 2 Related Work -- 2.1 Interactivity and Engagement Classification Frameworks -- 3 Classification Framework for Interactive Bebras Tasks -- 4 Classification of Tasks from National Contests -- 5 Discussion -- 6 Conclusion -- References -- Tell, Draw and Code - Teachers' Intention to a Narrative Introduction of Computational Thinking -- 1 Introduction -- 2 Background Work -- 2.1 Educational Robotics in Pedagogical Context -- 2.2 The Bee-Bot -- 2.3 Professional Teacher Development -- 3 Conceptual Framework -- 3.1 Technology Usage Inventory -- 3.2 Teacher Training Course -- 3.3 Didactic Design - Tell, Draw and Code -- 4 The Study -- 4.1 The Participants -- 4.2 The Survey -- 5 Results -- 5.1 Lessons -- 5.2 Evaluation Pre-/Post-test -- 5.3 Qualitative Findings -- 5.4 Discussion -- 6 Conclusion and Future Work -- Appendix -- References -- Programming Education -- First Programming Course in Business Studies: Content, Approach, and Achievement -- 1 Introduction -- 2 Content, Approach, and Achievement -- 2.1 Course Content -- 2.2 Didactic Approach -- 2.3 Programming Achievement -- 3 Suggestions for Practice and Research -- References -- Why Young Programmers Should Make Game Art: A Study from a Game-Making Course -- 1 Introduction -- 1.1 Game Programming and Game Art -- 1.2 GameCraft -- 1.3 Previous Research -- 2 Research Aims -- 3 Methodology
• 3.3 Data Recording and Analysis -- 4 Results -- 4.1 The Need for Learning -- 4.2 Other Challenges -- 4.3 I Reflect and I Do Not Reflect -- 5 Discussion -- References -- Author Index
• 1 Introduction, Terminology -- 2 The Starting Point -- 2.1 Situation in Informatics Since 2006 -- 2.2 First Occurence of Computing: Bebras Challenge -- 2.3 INICT Panel. Models of Inspiration -- 2.4 Strategy of Digital Education -- 2.5 The Monograph Subject Didactics -- 3 Conception and Preparation of Changes -- 3.1 Computational Thinking and Digital Literacy -- 3.2 PRIM and DigiGram Projects -- 3.3 Development and Piloting of a New Set of Textbooks -- 3.4 Preservice and In-Service Teacher Education -- 4 New National Informatics Curriculum -- 4.1 Introducing Innovation at Schools -- 5 Perspectives -- References -- Teachers' Professional Development -- Professional Development for In-Service Teachers of Programming: Evaluation of a University-Level Program -- 1 Introduction -- 2 Related Work -- 3 Case Description and Research Design -- 3.1 Research Design -- 4 Results -- 4.1 Teachers' PD in the Context of the Programming Courses at the University (Part A) -- 4.2 Teachers' Perspectives on PD (Part B) -- 5 Discussions -- 6 Conclusion -- References -- Encouraging Task Creation Among Programming Teachers in Primary Schools -- 1 Programming Has Entered Compulsory Schooling -- 2 An Extensible Collection of Programming Tasks -- 2.1 Finding Common Ground: Task Data Structure -- 2.2 Solution Verification -- 3 Case Study: User Activity During the Past 18 Months -- 4 Conclusion -- References -- Problems, Professional Development and Reflection: Experiences of High-School Computer Science Teachers in Serbia -- 1 Introduction -- 2 Background -- 2.1 Challenges in Teaching Computer Science -- 2.2 Computer Science Teachers' Professional Development -- 2.3 Refection in Education -- 2.4 Study Reasoning -- 2.5 Computer Science Education in Serbia -- 3 Methodology -- 3.1 Sample and Recruitment -- 3.2 Semi-structured Interview: Reasoning and Procedure