Informatics in Schools. Beyond Bits and Bytes : : 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23-25, 2023, Proceedings.

Informatics in Schools. Beyond Bits and Bytes : : 16th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2023, Lausanne, Switzerland, October 23-25, 2023, Proceedings.

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Bibliographic Details
Superior document:Lecture Notes in Computer Science Series ; v.14296
:
Pellet, Jean-Philippe.
TeilnehmendeR:
Parriaux, Gabriel.
Place / Publishing House:Cham : : Springer,, 2023.
©2023.
Year of Publication:2023
Edition:1st ed.
Language:English
Series:Lecture Notes in Computer Science Series
Online Access:
Physical Description:1 online resource (205 pages)
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Table of Contents:
  • Intro
  • Preface
  • Organization
  • Invited Talks
  • Computing Across the Curriculum: CS Knowledge and Skills That Everyone Values
  • Teaching AI in K-12: Examples, Issues and Guidance from K-12 CS Education Research
  • Informatics in Schools and Everyday Life
  • Contents
  • Artificial Intelligence and Its Applications
  • Education and Awareness for Artificial Intelligence
  • 1 Introduction
  • 2 Related Work
  • 3 Methodology
  • 3.1 Pre-survey
  • 3.2 Didactic Methods
  • 4 Implementation
  • 4.1 Learning Modules
  • 4.2 Regular Implementations
  • 5 Evaluation Methods and Results
  • 6 Conclusion and Outlook
  • References
  • What Is AI-PACK? - Outline of AI Competencies for Teaching with DPACK
  • 1 Introduction
  • 2 Related Work
  • 3 Theoretical Background
  • 3.1 The TPACK and DPACK Models
  • 3.2 AI Systems as Special Informatics Systems
  • 3.3 Peculiarities of AI Systems
  • 4 AI-PACK - AI Competencies for Teachers
  • 4.1 AI-K: AI Related Knowledge
  • 4.2 AI-PK: AI Related Pedagogical Knowledge
  • 4.3 AI-CK: AI Related Content Knowledge
  • 4.4 AI-PCK: AI Related Pedagogical Content Knowledge
  • 5 Discussion and Outlook
  • References
  • Implementing a Portable Learning Lab on Artificial Intelligence: It's AI in a Box!
  • 1 Introduction
  • 2 Research About Learning Laboratories
  • 3 Developing a Learning Lab About Artificial Intelligence
  • 4 AI in a Box: Exemplary Description of Activities
  • 4.1 Application-Related Unplugged Box: ``Oracle-Cops" (Box 23)
  • 4.2 AI Principle Unplugged Box: ``Wanted: AI" (Box 1)
  • 4.3 AI Principle Digital Box: ``Artist Unknown" (Box 10)
  • 5 Evaluation
  • 5.1 Results and Discussion
  • 6 Conclusion
  • A Appendix: Sample Material from the Boxes
  • References
  • Investigating the Role of ChatGPT in Supporting Text-Based Programming Education for Students and Teachers
  • 1 Introduction
  • 2 Related Work.
  • 3 Quality Considerations
  • 3.1 Setting and Methodology
  • 4 Findings and Recommendations
  • 4.1 Solving Ability
  • 4.2 Grading and Assessment
  • 4.3 Individualized Instruction
  • 5 Conclusion
  • A Codesnippets and Grading Suggestion
  • References
  • Competitions, Problem Solving, and Computational Thinking
  • All Green: How Different Age Groups Solved the Same Bebras Task
  • 1 Introduction
  • 2 A Fun Task that Is Harder Than It Looks
  • 2.1 The Task
  • 2.2 The Task's Solution
  • 2.3 How Hard Is the Task?
  • 3 Observations
  • 3.1 Engagement
  • 3.2 Graphs of Moves
  • 3.3 Strategies
  • 3.4 Statistical Relation Between Success and Overall Performance
  • 4 Conclusions
  • References
  • Effects of the COVID-19 Pandemic on the Bebras Computational Thinking Challenge: Comparing Numbers, Examining Reasons and Investigating Recommendations
  • 1 Introduction
  • 2 Related Research
  • 3 Methodology
  • 4 Results
  • 5 Discussion
  • 6 Conclusion
  • References
  • The Function of Note-Taking in Problem Solving in the Computer Science Escape Game Room-X
  • 1 Introduction
  • 2 The Purpose of Note-Taking
  • 3 Note-Taking During Problem Solving
  • 4 The Escape Game Room-X
  • 4.1 Escape Games
  • 4.2 Problem Solving and Note-Taking in the Escape Game Room-X
  • 5 Research Methodology
  • 6 Findings
  • 7 Discussion
  • References
  • An Exploratory Investigation on High-School Students' Understanding of Threads
  • 1 Introduction
  • 2 Background
  • 2.1 Parallel and Concurrent Programming at the University Levels
  • 2.2 Parallel and Concurrent Programming in High School
  • 2.3 High School Ministerial Guidelines in Italy
  • 3 Instrument
  • 4 Results
  • 5 Discussion
  • 6 Conclusions
  • References
  • Robotics and Unplugged Modalities
  • Combining Models to Orchestrate an Instructional Scenario Fostering Computational Thinking in Educational Robotics
  • 1 Introduction.
  • 2 Theoretical Framework
  • 2.1 The CT Concept and Its Three Main Dimensions
  • 2.2 Scenario-Based Approach for Educational Robotics
  • 2.3 The PRIMM Model
  • 2.4 The CCPS Model
  • 3 Design of the Instructional Scenario
  • 3.1 Phase 1: Preparatory Activities
  • 3.2 Phase 2: Building Initial Knowledge
  • 3.3 Phase 3: Consolidation of Acquired Knowledge
  • 4 Design Rationale and Links with the Models
  • 5 Conclusion and Future Work
  • References
  • Teachers' Knowledge in Informatics-Exploring Educational Robotics Resources Through the Lens of Textual Data Analysis
  • 1 Introduction and Context
  • 2 Related Work
  • 3 Data Collection and Methodology
  • 4 Results and Discussion
  • 4.1 Results from Reinert's Clustering
  • 4.2 Results from Multiple Correspondence Analysis
  • 4.3 Discussion
  • 5 Conclusion
  • References
  • Reshaping Unplugged Computer Science Workshops for Primary School Education
  • 1 Introduction
  • 2 Background and Related Work
  • 2.1 In-House Outreach Programmes
  • 2.2 Related Approaches and Initiatives
  • 3 Methodology
  • 4 Task Analysis and Evolution
  • 5 Task Design and Development
  • 5.1 Task 1 - Sorting Network
  • 5.2 Task 2 - Divide and Conquer
  • 5.3 Task 3 - Planning in Puzzle Solving
  • 6 Task Implementation and Evaluation
  • 7 Conclusions
  • References
  • Curricula and Computer Science Concepts
  • Evaluating the New Secondary Informatics Curriculum in The Netherlands
  • 1 The Position of Informatics in The Netherlands
  • 2 Background and Method of the Evaluation
  • 3 Informatics in Dutch Schools
  • 3.1 Schools and Students
  • 3.2 Teachers
  • 3.3 Implemented Curriculum
  • 4 Discussion and Conclusion
  • 4.1 Schools and Students
  • 4.2 Teachers
  • 4.3 Answers to the Research Questions
  • References
  • Navigating the Implementation of the Curriculum Digital Education in Austrian Secondary Schools: Challenges and Teacher Perspectives.
  • 1 Introduction
  • 2 Theoretical Background
  • 3 Study
  • 3.1 Methodology
  • 3.2 Quantitative Results
  • 3.3 Qualitative Results
  • 3.4 Discussion
  • 4 Conclusion and Outlook
  • A Appendix
  • A.1 Questionnaire
  • References
  • Bridging the Gap: Infusing Natural Science Classes with Computer Science Concepts and Skills
  • 1 Introduction
  • 2 Background
  • 2.1 Computational Thinking (CT)
  • 2.2 Calliope Mini
  • 3 Workshop Design
  • 3.1 Main Experiment: Insulation in Houses
  • 3.2 Planning: Day One
  • 3.3 Planning: Day Two
  • 4 Results
  • 4.1 Execution
  • 5 Discussion
  • 5.1 Supporting and Hindering Influences on the Learning Process
  • 5.2 Generalization of the Results
  • 6 Conclusion and Outlook
  • References
  • Author Index.

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