Informatics Education - Supporting Computational Thinking

1. Front Matter

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2. Informatics, a Challenging Topic

   1. The Challenging Face of Informatics Education in Poland

      • Maciej M. Sysło, Anna Beata Kwiatkowska

      Pages 1-18

   2. Bebras International Contest on Informatics and Computer Literacy: Criteria for Good Tasks

      • Valentina Dagienė, Gerald Futschek

      Pages 19-30

   3. From Top Coders to Top IT Professionals

      • Krzysztof Diks, Jan Madey

      Pages 31-40

3. Didactical Merits of Robot-Based Instruction

   1. Integrating Mathematical Analysis of Sensors and Motion in a Mobile Robotics Course

      • Don Rhine, Fred Martin

      Pages 41-52

   2. Visualization of Program Behaviors: Physical Robots Versus Robot Simulators

      • Cheng-Chih Wu, I-Chih Tseng, Shih-Lung Huang

      Pages 53-62

   3. Development of an Educational System to Control Robots for All Students

      • Toshiyuki Kamada, Hiroyuki Aoki, Shuji Kurebayashi, Yoshikazu Yamamoto

      Pages 63-74

   4. Proposal for Teaching Manufacturing and Control Programming Using Autonomous Mobile Robots with an Arm

      • Shuji Kurebayashi, Hiroyuki Aoki, Toshiyuki Kamada, Susumu Kanemune, Yasushi Kuno

      Pages 75-86

4. Transfer of Knowledge and Concept Formation

   1. Design Disciplines and Non-specific Transfer

      • David Ginat

      Pages 87-98

   2. Like a (School of) Fish in Water (or ICT-Enhanced Skills in Action)

      • Evgenia Sendova, Eliza Stefanova, Nikolina Nikolova, Eugenia Kovatcheva

      Pages 99-109

   3. Duality Reconstruction – Teaching Digital Artifacts from a Socio-technical Perspective

      • Carsten Schulte

      Pages 110-121

   4. What’s My Challenge? The Forgotten Part of Problem Solving in Computer Science Education

      • Ralf Romeike

      Pages 122-133

   5. Bringing Abstract Concepts Alive. How to Base Learning Success on the Principles of Playing, Curiosity and In-Classroom Differentiation

      • Peter Gruber

      Pages 134-141

5. Working with Objects and Programming

   1. Analysis of Learning Objectives in Object Oriented Programming

      • Peter Hubwieser

      Pages 142-150

   2. To Have or to Be? Possessing Data Versus Being in a State – Two Different Intuitive Concepts Used in Informatics

      • Michael Weigend

      Pages 151-160

   3. Understanding Object Oriented Programming Concepts in an Advanced Programming Course

      • Tamar Benaya, Ela Zur

      Pages 161-170

   4. Spiral Teaching of Programming to 10–11 Year-Old Pupils After Passed First Training (Based on the Language C++)

      • Biserka Boncheva Yovcheva

      Pages 171-179

   5. Multi-facet Problem Comprehension: Utilizing an Algorithmic Idea in Different Contexts

      • Bruria Haberman, Orna Muller, Haim Averbuch

      Pages 180-191

   6. VIPER, a Student-Friendly Visual Interpreter of Pascal

      • Michał Adamaszek, Piotr Chrza̧stowski-Wachtel, Anna Niewiarowska

      Pages 192-203

   7. Analysis of Students’ Developed Programs at the Maturity Exams in Information Technologies

      • Jonas Blonskis, Valentina Dagienė

      Pages 204-215

Informatics Education – Supporting Computational Thinking contains papers presented at the Third International Conference on Informatics in Secondary Schools – Evolution and Perspective, ISSEP 2008, held in July 2008 in Torun, Poland. As with the proceedings of the two previous ISSEP conferences (2005 in Klag- furt, Austria, and 2006 in Vilnius, Lithuania), the papers presented in this volume address issues of informatics education transcending national boundaries and, the- fore, transcending differences in the various national legislation and organization of the educational system. Observing these issues, one might notice a trend. The p- ceedings of the First ISSEP were termed From Computer Literacy to Informatics F- damentals [1]. There, broad room was given to general education in ICT. The ECDL, the European Computer Driving License, propagated since the late 1990s, had pe- trated school at this time already on a broad scale and teachers, parents, as well as pupils were rather happy with this situation. Teachers had material that had a clear scope, was relatively easy to teach, and especially easy to examine. Parents had the assurance that their children learn “modern and relevant stuff,” and for kids the c- puter was sufficiently modern so that anything that had to do with computers was c- sidered to be attractive. Moreover, the difficulties of programming marking the early days of informatics education in school seemed no longer relevant. Some colleagues had a more distant vision though.

• Computer Literacy
• E-Learning
• ICT competence
• active learning methods
• algorithms
• computer science
• computer science education
• data structures
• design criteria
• didactics
• distance learning
• educational science
• information technology
• learning object
• robot

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