Titlebook: Informatics in Schools. Engaging Learners in Computational Thinking; 13th International C Külli Kori,Mart Laanpere Conference proceedings 2

Memorial

Bernhard Standl,Anette Bentz,Mattias Ulbrich,Annika Vielsack,Ingo Wagner

LIMN

Assessing the Agreement in the Bebras Tasks Categorisationn the experiment include the five categories of the well-known categorization Dagiené, Sentance and Stupuriene: algorithmic thinking, decomposition, generalization, evaluation and abstract thinking. To narrow down the broad scope of the first category of algorithmic thinking, we introduced a new, si

eustachian-tube

A Two-Dimensional Classification Model for the Bebras Tasks on Informatics Based Simultaneously on Sg on a given task much more precisely and can thus help teachers to design and choose adequate tasks. Another advantage of this approach is the inclusion of important competencies that are not subject specific but are nevertheless important for the holistic development of school education. In additi

receptors

Participants’ Perception of Tasks in an Informatics Contestortion of participants with wrong answers to tasks and participants’ subjective perception of task difficulty. Subjective difficulty is more aptly expressed in terms of the proportion of participants who did not answer the task. The contest was perceived as being easier by those participants who ach

驚惶

思想

Tips and Tricks for Changing the Way Young People Conceive Computer Sciencece poorly understood by most young people. Analysis of the data collected from more than 200 pupils across six different schools shows the important role played by both the themes addressed and the teacher’s discourse. In particular, comparisons with workshops conducted by experts highlight the prob

流逝

caldron

中國紀(jì)念碑

Design- and Evaluation-Concept for Teaching and Learning Laboratories in Informatics Teacher Educatiops, they are also subject of an evaluation, examining the TLL from the perspective of the workshop concepts for pre-service informatics teacher students and the schools’ pupils. From these two perspectives we investigate different fields of interest with the common goal to establish an effective TL

Allodynia

Identification of Dependencies Between Learning Outcomes in Computing Science Curricula for Primary arning outcomes (expands dependency). The detection of learning outcomes which build on each other (requires dependency) is, on the other hand, still heavily dependent on the definition of dictionaries and a computing science topics ontology.