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Titlebook: Informatics in Schools: Contributing to 21st Century Education; 5th International Co Ivan Kala?,Roland T. Mittermeir Conference proceedings

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21#
發(fā)表于 2025-3-25 03:22:30 | 只看該作者
22#
發(fā)表于 2025-3-25 07:29:38 | 只看該作者
Informatics in Schools: Contributing to 21st Century Education978-3-642-24722-4Series ISSN 0302-9743 Series E-ISSN 1611-3349
23#
發(fā)表于 2025-3-25 14:39:44 | 只看該作者
https://doi.org/10.1007/978-3-642-24722-4algorithmic thinking; cultivated education; educational software; software for novice programmers; ways
24#
發(fā)表于 2025-3-25 17:38:29 | 只看該作者
Computer Science in Primary Schools – Not Possible, But Necessary?! to create interest in the subject. Pupils from primary school up to upper secondary school obtained lectures by university teachers spread over a period of one and a half year. This paper presents one of the lectures and reports the results obtained in primary schools compared with results from other grades.
25#
發(fā)表于 2025-3-25 22:01:13 | 只看該作者
Introductory Computing: The Design Discipline and describe in detail the .... component for teaching introductory object oriented program design using Java and Java-like languages. The key innovations are a systematic test-first program design, and the introduction of programming language concepts by designing abstractions based on existing programs.
26#
發(fā)表于 2025-3-26 04:04:09 | 只看該作者
27#
發(fā)表于 2025-3-26 06:51:27 | 只看該作者
Lecture Notes in Computer Sciencehttp://image.papertrans.cn/i/image/464889.jpg
28#
發(fā)表于 2025-3-26 11:56:39 | 只看該作者
Wild Programming – One Unintended Experiment with Inquiry Based Learning language. Some intriguing aspects in her program are analyzed, especially the emerging understanding of key concepts like enumeration, naming conventions of variables and symmetry in 3D space. The paper also identifies two main directions of mental processes. The first direction is actively support
29#
發(fā)表于 2025-3-26 15:36:02 | 只看該作者
30#
發(fā)表于 2025-3-26 20:43:07 | 只看該作者
Why Teaching Informatics in Schools Is as Important as Teaching Mathematics and Natural Sciencess of everyday life. We pose the following questions: What are the educational requirements demanded from school subjects? Can we answer this question as satisfactory as we can do it, for instance, for mathematics, physics or chemistry? Does the teaching of informatics enrich education in ways other
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