TY  - JOUR
A1  - Hofuku, Yoyoi
A1  - Cho, Shinya
A1  - Nishida, Tomohiro
A1  - Kanemune, Susumu
T1  - Why is programming difficult?
BT  - proposal for learning programming in “small steps” and a prototype tool for detecting “gaps”
JF  - Commentarii informaticae didacticae : (CID)
N2  - In this article, we propose a model for an understanding process that learners can use while studying programming. We focus on the “small step” method, in which students learn only a few concepts for one program to avoid having trouble with learning programming. We also analyze the difference in the description order between several C programming textbooks on the basis of the model. We developed a tool to detect “gaps” (a lot of concepts to be learned in a program) in programming textbooks.
KW  - ISSEP
KW  - Informatics Education
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64458
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 13
EP  - 24
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Linck, Barbara
T1  - Test items for and misconceptions of competences in the domain of logic programming
JF  - Commentarii informaticae didacticae : (CID)
N2  - Development of competence-oriented curricula is still an important theme in informatics education. Unfortunately informatics curricula, which include the domain of logic programming, are still input-orientated or lack detailed competence descriptions. Therefore, the development of competence model and of learning outcomes' descriptions is essential for the learning process in this domain. A prior research developed both. The next research step is to formulate test items to measure the described learning outcomes. This article describes this procedure and exemplifies test items. It also relates a test in school to the items and shows which misconceptions and typical errors are important to discuss in class. The test result can also confirm or disprove the competence model. Therefore, this school test is important for theoretical research as well as for the concrete planning of lessons. Quantitative analysis in school is important for evaluation and improvement of informatics education.
KW  - competence
KW  - test items
KW  - misconceptions
KW  - informatics in upper secondary education
KW  - logic programming
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64461
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 25
EP  - 34
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Kim, Seungyon
A1  - Park, Seongbin
T1  - Teaching NP completeness in secondary schools
JF  - Commentarii informaticae didacticae : (CID)
N2  - In this paper, we show how the theory of NP completeness can be introduced to students in secondary schools. The motivation of this research is that although there are difficult issues that require technical backgrounds, students are already familiar with demanding computational problems through games such as Sudoku or Tetris. Our intention is to bring together important concepts in the theory of NP completeness in such a way that students in secondary schools can easily understand them. This is part of our ongoing research about how to teach fundamental issues in Computer Science in secondary schools. We discuss what needs to be taught in which sequence in order to introduce ideas behind NP completeness to students without technical backgrounds.
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64476
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 35
EP  - 38
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -