Informatics in Schools. Beyond Bits and Bytes: Nurturing Informatics Intelligence in Education (Lecture Notes in Computer Science)

✍ Scribed by Jean-Philippe Pellet (editor), Gabriel Parriaux (editor)

• Publisher: Springer
• Year: 2023
• Tongue: English
• Leaves: 205
• Category: Library

✦ Synopsis

This book constitutes the proceedings of the 16th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2023, held in Lausanne, Switzerland, during October 23–25, 2023.

The 14 full papers presented in this book were carefully reviewed and selected from 47 submissions. They are organized in four topical sections named: artificial intelligence and its applications; competitions, problem solving, and computational; robotics and unplugged modalities; and curricula and computer science concepts.

This is an open access book.

✦ Table of Contents

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