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2006 | Book

Evolution of the Cultural-Based Paradigm for Informatics Education in Secondary Schools – Two Decades of Lithuanian Experience Read chapter Read first chapter

Informatics Education – The Bridge between Using and Understanding Computers

International Conference in Informatics in Secondary Schools – Evolution and Perspectives, ISSEP 2006, Vilnius, Lithuania, November 7-11, 2006. Proceedings

Editor: Roland T. Mittermeir

Publisher: Springer Berlin Heidelberg

Book Series : Lecture Notes in Computer Science

Part of: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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About this book

Although the school system is subject to specific national regulations, didactical issues warrant discussion on an international level. This applies specifically to informatics didactics. In contrast to most other scientific disciplines, informatics undergoes substantial technical and scientific changes and shifts of paradigms even at the basic level taught in secondary school. Moreover, informatics education is under more stringent observation from parents, potential employers, and policy makers than other disciplines. It is considered to be a modern discipline. Hence, being well-educated in informatics seemingly ensures good job perspectives. Further, policy makers pay attention to informatics education, hoping that a young population well-educated in this modern technology will contribute to the future wealth of the nation. But are such high aspirations justified? What should school aim at in order to live up to such expectations? ISSEP 2005, the 1st International Conference on Informatics in Secondary Schools – Evolution and Perspectives already showed that informatics teachers have to bridge a wide gap [1, 2]. On one hand, they have to show the inherent properties that informatics (or computer science) can contribute to general education. On the other hand, they are to make pupils computer literate. Under the constraint of limited time available for instruction, these different educational aims come into conflict. Computer-supported teaching or eLearning is to be considered distinct from informatics education. However, in many countries, informatics teachers still have to support the eTeaching activities of their colleagues.

Table of Contents

Frontmatter

The Spectrum of Informatics Education

Evolution of the Cultural-Based Paradigm for Informatics Education in Secondary Schools – Two Decades of Lithuanian Experience
Abstract
The history of computers in the secondary schools all over the world goes back to the late seventies and early eighties of the past century. In Lithuania, the official beginning of informatics as a subject in comprehensive schools can be dated back to 1986 when our Ministry of Education and Science have declared the enactment that all schools should start teaching the course named “Basics of Informatics and Computing”.
All things considered, the way in which Lithuanian schools have introduced computers and information technology has been a success story. We have to remember that the present situation has not emerged from nothing but must be seen as a result of a comparatively short time but nevertheless it is extremely full of intensive exploration and work. The leading role was played by a group of researchers from the Institute of Mathematics and Informatics. After intense studies the cultural-based paradigm of introducing computers in schools (information culture, in a broad sense) has been developed, goals and abilities to deal with information considering the economical, cultural, and sociological aspects have been established.
The paper describes the development of Informatics in schools of Lithuania. The main attention is paid to the permanent changes and improvements in designing curricula as well as to didactical approaches.
Valentina Dagienė, Gintautas Dzemyda, Mifodijus Sapagovas
Discovering Informatics Fundamentals Through Interactive Interfaces for Learning
Abstract
Theoretical informatics is a hard component of future teachers of informatics academic training. Relatively small space is allocated to it and thus the students’ learning curve is very short and very steep. We assume this happens because we expose our students to fundamental problems before they come across them by themselves. We tend to provide students with formal analysis of unfamiliar topics using unfamiliar language.
To improve this we decided to build a new seminar, in which a series of interactive environments developed in Imagine Logo are being used. Using them, students discover fundamentals of informatics. Through such tangible experience they construct their own knowledge and discuss many key challenges with us.
We continue iterative improvement of the contents and form of the seminar. Using methods of the action research we want to understand the problem and help our students to be familiar with the language of theoretical informatics and build positive attitude towards the informatics fundamentals. As an indirect effect we have noticed their growing interest in new forms of teaching/learning methods and growing expectations for the quality of educational software.
Ivan Kalas
Contributing to General Education by Teaching Informatics
Abstract
What is informatics? What are its main contributions, and which results of informatics are fundamental knowledge about the functioning of our world? Why should computer science be part of the school curriculum and which topics should be introduced? How does teaching informatics contribute to the pupils’ way of thinking? In this article, we search for possible answers to these questions.
Juraj Hromkovič
Bridging the Gap Between School Computing and the “Real World”
Abstract
For the last two years the “Computer Science, Academia and Industry” enrichment program has been conducted at the Davidson Institute of Science Education. The extra-curricular program was especially designed for high-school students who major in computer science (CS) or software engineering (SE). The program blends formal and informal learning and provides students with the opportunity to meet with leading representatives of the CS/SE communities of practice. One main goal of the program is to bridge the gap between the school and “real world” of computing that is related to content, learning style, and professional norms. We believe that exposure to the state-of-the-art academic and industrial research and development, to advanced technologies and methodologies, and to professional norms, will establish a different culture of learning, and will provide the students with an entry point into the computing community of practice. Moreover, it is imperative that academia and the high-tech industry will take an active part in educating potential newcomers and will contribute to making the computing professional domain more attractive, especially in the context of the recent high-tech crises. In the paper we describe the extra-curricular program, and discuss implement-tation aspects.
Cecile Yehezkel, Bruria Haberman
Programming Versus Application
Abstract
All over Europe including Hungary there has been serious disputes for years about teaching informatics, about its goals and its possible contents. In this field the sharpest question is the problem of teaching programming and/or application. Do you need one or the other? If both, what is their accurate proportion? Why might you need either of them? Which age group should be taught which of them? This article is aimed at finding the answer to these questions.
Péter Szlávi, László Zsakó
Databases as a Tool of General Education
Abstract
In informatics education working with databases is considered a matter either of basic ICT training or of informatics proper. This paper points at conceptualization as common ground to both of these seemingly different approaches. It presents a new concept of database instruction, based on the process of structuring. While current didactical concepts centre either on mastering the database program or on database design, the proposed approach is motivated by the primary aim of databases to facilitate information retrieval. It suggests development of structure awareness by starting with analyzing and querying ready-to-use databases provided by the teacher. This offers new aspects of database instruction and emphasizes the ability of databases to contribute to general education as well.
Peter K. Antonitsch
Handling the Diversity of Learners’ Interests by Putting Informatics Content in Various Contexts
Abstract
In an attempt to answer the need of a more natural integration of informatics with other school disciplines this paper presents a set of scenarios for putting informatics tools in the context of mathematics, art, and literature. Having introduced scenarios of this kind into informatics courses for in-service and pre-service teachers, the author shares her impressions from this experience. These impressions are drawn from her personal observations and the feedback from her students at Sofia University and the Institute of Mathematics and Informatics at the Bulgarian Academy of Sciences.
Evgenia Sendova
Computer Science in English High Schools: We Lost the S, Now the C Is Going
Abstract
High Schools in England began to teach computing long before the advent of the personal computer and the graphical user interface made it possible to teach aspects of information technology skills to non-specialists. We demonstrate that early high school computing was highly consistent with academic and professional practice. This consistency was eroded from the mid-1980s when the English school curriculum began to emphasise IT skills at the expense of computer science. We explain this development and argue that it helps to account for the growing difficulty in attracting students to university study in the discipline. Finally, we consider some current developments in the English high school curriculum, and reason that they raise concerns that they worsen prospects for the study of computer science.
M. A. C. Clark, R. D. Boyle
Teaching Computing in Secondary Schools in a Dynamic World: Challenges and Directions
Abstract
The field of computing is relatively young compared with other mature sciences, but it has been rapidly developing since its recognition as a stand-alone discipline. The dynamics of the field has led to its inadequate external image and posed challenges in educating newcomers. As a result, educators have been deliberating how to portray the field to others in a compelling way, and how to make computer science studies more appealing to prospective students. One main challenge for educators is to bridge the gap between school and the "real world" of computing. In this paper I discuss two major aspects of the existing gap that relate to (a) the perception of what computing is about, and (b) the educational milieu. I conclude with a description of computing programs, especially designed for high school, which have been in operation in Israel. The aim of the programs is to expose young students to scientific knowledge and the fundamentals of computing, and to motivate them to achieve expertise in this field.
Bruria Haberman

Teaching Algorithmics and Programming

Functions, Objects and States: Teaching Informatics in Secondary Schools
Abstract
Recently we developed a new part of our educational concept for secondary schools. The concept was in total designed for the grades 6,7 and 9-11 of the Bavarian Gymnasiums, where we introduced a new mandatory subject informatics that started in 2003 at about 400 schools. After giving a short summary of the educational context and the other parts of the concept, we describe in detail the recently developed course of lessons that combines object oriented modelling (including a close look at the states of objects and attributes) with object oriented programming.
Peter Hubwieser
From Intuition to Programme
Abstract
In computer science classes you can observe that students are able to solve a problem – say sorting a list – but fail completely writing a programme that does the job. This barrier between intuitive solution and the finding and explication of an algorithm can be overcome, if the programmer learns to analyse her or his own intuitions connected to the task.
Michael Weigend
On Novices’ Local Views of Algorithmic Characteristics
Abstract
The solution of an algorithmic task requires rigorous insight, based on the task’s characteristics. Problem solvers seek insight in diverse ways, from different points of view. Experts usually seek a global, assertional perspective. Such a perspective is not natural to many novices, who often turn to local viewpoints. However, such points of view may yield erroneous outcomes. This study displays three different facets of novices’ improper local points of view. The three facets involve local substructures, greedy traps, and unsuitable design patterns. Novices’ erroneous solutions to three colorful tasks are described and analyzed, in comparison with the desired solutions, and suggestions are made for elaborating student awareness of the need for a global, rigorous point of view in algorithmic problem solving.
David Ginat
Learning Computer Programming with Autonomous Robots
Abstract
This paper reports on a programming lesson using autonomous robots in junior high school. First, the design of the low cost circuit board for the lesson is described. The structure of a general programming language “Dolittle” which controls a robot is also explained. Then, we introduce lessons of manufacturing and controlling robots in “Information and Computer” area of “Technology and Home Economics” subject for students (from 14 to 15 years old). From the result of the lessons we found that (1) learning programming is “hard fun” for students and (2) robot programming is effective for students those who have difficulties in learning. We propose introduction of learning programming with autonomous robots to IT education of junior high school.
Shuji Kurebayashi, Toshiyuki Kamada, Susumu Kanemune
A Master Class Software Engineering for Secondary Education
Abstract
We explain why it is interesting and useful to organize master classes in software engineering for pupils from secondary education. We then describe the format and technical content of our master class. Finally, we present our experiences from organizing several such master classes and conclude with some recommendations.
Tom Verhoeff
Algorithmic Thinking: The Key for Understanding Computer Science
Abstract
We show that algorithmic thinking is a key ability in informatics that can be developed independently from learning programming. For this purpose we use problems that are not easy to solve but have an easily understandable problem definition. A proper visualization of these problems can help to understand the basic concepts connected with algorithms: correctness, termination, efficiency, determinism, parallelism, etc. The presented examples were used by the author in a pre-university course, they may also be used in secondary schools to help understanding some concepts of computer science.
Gerald Futschek
Issues of Selecting a Programming Environment for a Programming Curriculum in General Education
Abstract
The programming environment has an essential role in the curriculum of programming. This paper presents the main features determining an environment’s methodical suitability for teaching programming. It is based on our recent experience of selection of environments when we had decided to replace the obsolete Turbo Pascal system in our schools. Our solution – to adapt the Free Pascal compiler for teaching purposes according to prearranged requirements may be treated as success story. The paper presents the main features of Free Pascal and the main tasks necessary for its adaptation: the development of an integrated development environment and the localization of compiler as well.
Rimgaudas Laucius
Object-Oriented Programming at Upper Secondary School for Advanced Students
Abstract
There are powerful computers and new operating systems at secondary schools but we observe that many teachers teach programming in old programming environments such as Borland Pascal for DOS. Imagine Logo or Delphi are relatively new programming environments in comparison to DOS based environments. They bring nice programming paradigms as object-oriented programming, event-driven programming and the idea of constructing application by direct manipulation with components. We believe that more advanced students would like to learn and use these new features. Therefore we run educational research and tried to answer questions like “is it possible to teach basics of programming in object-oriented programming”, “are students of secondary school prepared and willing to learn object-oriented programming” or “can object-oriented programming be useful for them”?
Lubomir Salanci

The Role of ICT-Education

Informatics Education at Austria’s Lower Secondary Schools Between Autonomy and Standards
Abstract
The present state of informatics education at lower secondary schools in Austria is the result of many single autonomous decisions which have been made locally at schools. The Austrian Ministry of Education has left it to schools to define their profiles and to decide about the amount of imparting informatics to their pupils who are aged between 10 and 14 years. This paper gives a short historical overview and some insight into the present dialectic process between autonomy and the upcoming issue of educational standards. A recently conducted evaluation project in Carinthia/Austria, which can be considered as representative for related current studies in Austria, is presented. Empirical research is important. It perfectly fits the ongoing shift from input orientation to output measuring. Whereas other traditional subjects as (foreign) languages or mathematics are based on solid, historically developed fundaments, the comparatively new field of informatics at schools is still looking for stable frameworks. Considering the newest developments, we can be optimistic to achieve a reasonable solution for improving informatics education at lower secondary schools in Austria. Hopefully the announced educational standards in informatics will help to decrease the digital divide among our pupils.
Peter Micheuz
Development of an Integrated Informatics Curriculum for K-12 in Korea
Abstract
The current informatics education in Korea is based on the guidelines for ICT education announced in Aug. 2000, which was very timely considering the need to utilize the infrastructure that had been constructed. Still, the essential question regarding informatics education as a tool for enhancing the learning effects and solving problems in daily living has been persistently raised. This study resolved the problems related to the informatics education implemented in Korean primary and secondary schools and considered various conditions for implementing the integrated informatics education. An integrated informatics curriculum designed to enhance problem solving capacity was also proposed. Finally, the new guidelines for ICT education announced in Dec. 2005 were introduced.
SeungWook Yoo, YongChul Yeum, Yong Kim, SeungEun Cha, JongHye Kim, HyeSun Jang, SookKyong Choi, HwanCheol Lee, DaiYoung Kwon, HeeSeop Han, EunMi Shin, JaeShin Song, JongEun Park, WonGyu Lee
Contribution of Informatics Education to Mathematics Education in Schools
Abstract
In this paper we discuss a number of topics which are usually considered as a part of informatics education and we show how they can enhance substantially mathematics education. The presented problems may be used as a bridge between both school subjects which can integrate them and help to better understand mathematics and informatics and the relations between both disciplines.
The informatics topics discussed here belong to discrete mathematics which plays an important role in the development of efficient computer algorithms. Some of these mathematical topics are already included in some informatics curricula, however they are still absent in mathematics education. One may expect some changes when, according to the model for ICT development, school informatics and school mathematics will reach the fourth stage (ICT specialization).
Maciej M. Syslo, Anna Beata Kwiatkowska

Exams and Competitions

Evolution of Informatics Maturity Exams and Challenge for Learning Programming
Abstract
Informatics as a compulsory course of comprehensive school curricula has been taught for three decades. The maturity exam in informatics was established in 1995, although its content has been changed several times since then. This paper analyzes the conception of the maturity exams in informatics and provides explanations of the examination’s structure, content, and goals. Exams in informatics have a double mission: to evaluate students’ knowledge and skills and to encourage teachers and students toward the study of informatics. Considering that programming as a branch is fairly important to the state’s economy, the decision was made to establish a special exam in programming. This paper presents the results of the pilot exam in programming.
Jonas Blonskis, Valentina Dagienė
Objective Scoring for Computing Competition Tasks
Abstract
Computing competitions like the International Olympiad in Informatics (IOI) typically pose several problems that contestants are required to solve by writing a program. The program is tested automatically on several sets of input data to determine whether or not it computes the correct answer within specified time and memory limits. We consider the controversy of whether and how to award partial credit for programs that fail some of the tests. Using item response theory, we analyze the degree to which the scores from these automatic tests, separately and in various combinations, truly reflect the contestants’ achievement.
Graeme Kemkes, Troy Vasiga, Gordon Cormack

Teacher Education and School Development

Modelling and Evaluating ICT Courses for Pre-service Teachers: What Works and How It Works?
Abstract
A design-based research for the restructuring of the Information and Communication Technology (ICT) literacy training for pre-service postgraduate teachers is reported. Conceptual rationales and the design of a newly implemented “Information Technology in Education” (ITE) course, which is based on the model of instructional design, are described. An accompanying longitudinal study is presented. Improvements in trainee teachers’ ICT-related general cognitive and technical capabilities; changes in beliefs about the use of ICT in their future career; and the ITE course learning experience are analysed. It was found that the implemented model of ICT literacy training fits best for more mature students who aim to acquire advanced technical skills and/or gain understanding of the use of ICT in the teaching profession. Research implications for future improvements of the pre-service teachers’ ICT training are discussed.
Lina Markauskaite, Neville Goodwin, David Reid, Peter Reimann
Sustaining Local Identity, Control and Ownership While Integrating Technology into School Learning
Abstract
Empowering Minds (EM) is a project that has deeply integrated technologically expressive materials, including robotics and presentation and programming software, into the educational practices of teachers at more than a dozen primary schools across Ireland. Here, we present Empowering Minds as a model of constructionist learning and teacher professional development. As the project continues to grow, organisers are challenged to aim beyond sustainability to scalability, encouraging participants to develop ways of maintaining their local identities and their senses of control and ownership of the work and ideas. In this paper, we describe a collaborative project among four participating schools, including one teacher’s account of his students’ adapting a folkloric story in order to appropriate it for their own technical, narrative, and learning purposes. We emphasise the importance of a diverse, supportive community and adequate time for teachers’ self-directed learning to develop and epistemological changes to occur.
Deirdre Butler, Carol Strohecker, Fred Martin

eLearning

Designing Digital Technologies for Layered Learning
Abstract
Designing digital technologies for deep learning is a highly non-trivial enterprise. In this paper, we discuss one approach we have adopted that seeks to exploit the possibility of affording diverse layers of engagement that exploit the interconnectivity available on the web. In a nutshell, we describe a system that offers learners the possibility of engaging with difficult scientific and mathematical ideas without the necessity of interacting with complex layers of symbolic code – while making that interaction available at all times.
Ken Kahn, Richard Noss, Celia Hoyles, Duncan Jones
ePortfolios in Australian Schools: Supporting Learners’ Self-esteem, Multiliteracies and Reflection on Learning
Abstract
Electronic or ePortfolios are containers for selections of digital items – whether audio, visual, text, or a combination of these – generally used to show individual learning. Large-scale systems are being developed in Europe and the United States, based on specially-designed proprietary or open-source software. In contrast, most Australian ePortfolio projects in schools are small-scale, locally-developed attempts to take advantage of digital formats to develop a range of literacies, express learners’ identities and present achievements to various audiences. This paper describes recent school-based examples reported by teachers and students and concludes that teachers believe that important outcomes lie in increasing self-esteem, improving multiliteracies and developing the skills of reflection. It suggests that it is important to build on the current knowledge and experience of teachers and students if the use of ePortfolios is to spread.
Elizabeth Hartnell-Young
Metacognition in Web-Based Learning Activities
Abstract
One of the main challenges for those working in the field of ICT mediated learning is to develop innovative systems to support the knowledge building process. Did@browser, a system developed in the Institute for Educational Technology, is an attempt to meet this challenge. It is a new educational tool for middle schools which stimulates awareness of students’ cognitive and learning strategies by asking metacognitive questions during hypermedia web surfing. This paper presents the features of the system, the pilot study carried out with pupils, the results, and the suggestions for further developments.
Giuseppe Chiazzese, Simona Ottaviano, Gianluca Merlo, Antonella Chifari, Mario Allegra, Luciano Seta, Giovanni Todaro
Development of Modern e-Learning Services for Lithuanian Distance Education Network LieDM
Abstract
Development of the Lithuanian Distance Education Network LieDM was started in 1998 by implementing a nation wide videoconference infrastructure. While the number of videoconference – enabled sites was gradually expanding, other e-learning services such as WebCT virtual learning environment, ViPS video lecturing system and CDK course development system were also introduced to the beneficiaries of the Network. The paper provides analysis of the trends in recent developments of learning technologies and defines priorities for further improvement of e-learning services in the LieDM Network.
Aleksandras Targamadzė, Gytis Cibulskis
Localization and Internationalization of Web-Based Learning Environment
Abstract
Internationalization and localization of web-based learning environ-ments is problematic for two reasons: 1) communication of software in two environments: browser at the client side and virtual learning environment at server side, and 2) educational necessity for full compatibility of language and culture elements between learning content and the enclosing web-based learning environment. The localization process of open source virtual learning environment and web browsers is discussed. A list of the main unresolved internationalization issues observed in an open source web-based learning environment is presented. The importance of internationalization of original software is discussed as a means for cost saving of localization and for enhancement of product quality towards achieving localized software quality such that it looks and feels as if it would have been made for the target language and culture.
Tatjana Jevsikova
Backmatter
Metadata
Title
Informatics Education – The Bridge between Using and Understanding Computers
Editor
Roland T. Mittermeir
Copyright Year
2006
Publisher
Springer Berlin Heidelberg
Electronic ISBN
978-3-540-48227-7
Print ISBN
978-3-540-48218-5
DOI
https://doi.org/10.1007/11915355

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