TY - JOUR A1 - Grgurina, Nataša T1 - Computational thinking in Dutch secondary education JF - Commentarii informaticae didacticae : (CID) N2 - We shall examine the Pedagogical Content Knowledge (PCK) of Computer Science (CS) teachers concerning students’ Computational Thinking (CT) problem solving skills within the context of a CS course in Dutch secondary education and thus obtain an operational definition of CT and ascertain appropriate teaching methodology. Next we shall develop an instrument to assess students’ CT and design a curriculum intervention geared toward teaching and improving students’ CT problem solving skills and competences. As a result, this research will yield an operational definition of CT, knowledge about CT PCK, a CT assessment instrument and teaching materials and accompanying teacher instructions. It shall contribute to CS teacher education, development of CT education and to education in other (STEM) subjects where CT plays a supporting role, both nationally and internationally. KW - computational thinking KW - situated learning KW - engaged computing KW - computer science Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64556 SN - 1868-0844 SN - 2191-1940 IS - 6 SP - 119 EP - 123 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Weise, Martin T1 - A model for teaching informatics to German secondary school students in English-language bilingual education JF - Commentarii informaticae didacticae : (CID) N2 - Informatics as a school subject has been virtually absent from bilingual education programs in German secondary schools. Most bilingual programs in German secondary education started out by focusing on subjects from the field of social sciences. Teachers and bilingual curriculum experts alike have been regarding those as the most suitable subjects for bilingual instruction – largely due to the intercultural perspective that a bilingual approach provides. And though one cannot deny the gain that ensues from an intercultural perspective on subjects such as history or geography, this benefit is certainly not limited to social science subjects. In consequence, bilingual curriculum designers have already begun to include other subjects such as physics or chemistry in bilingual school programs. It only seems a small step to extend this to informatics. This paper will start out by addressing potential benefits of adding informatics to the range of subjects taught as part of English-language bilingual programs in German secondary education. In a second step it will sketch out a methodological (= didactical) model for teaching informatics to German learners through English. It will then provide two items of hands-on and tested teaching material in accordance with this model. The discussion will conclude with a brief outlook on the chances and prerequisites of firmly establishing informatics as part of bilingual school curricula in Germany. Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64568 SN - 1868-0844 SN - 2191-1940 IS - 6 SP - 127 EP - 137 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Bellettini, Carlo A1 - Lonati, Violetta A1 - Malchiodi, Dario A1 - Monga, Mattia A1 - Morpurgo, Anna A1 - Torelli, Mauro T1 - What you see is what you have in mind BT - constructing mental models for formatted text processing JF - Commentarii informaticae didacticae : (CID) N2 - In this paper we report on our experiments in teaching computer science concepts with a mix of tangible and abstract object manipulations. The goal we set ourselves was to let pupils discover the challenges one has to meet to automatically manipulate formatted text. We worked with a group of 25 secondary school pupils (9-10th grade), and they were actually able to “invent” the concept of mark-up language. From this experiment we distilled a set of activities which will be replicated in other classes (6th grade) under the guidance of maths teachers. Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64612 SN - 1868-0844 SN - 2191-1940 IS - 6 SP - 139 EP - 147 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Planteu, Lukas A1 - Standl, Bernhard A1 - Grossmann, Wilfried A1 - Neuwirth, Erich T1 - Integrating school practice in Austrian teacher education JF - Commentarii informaticae didacticae : (CID) N2 - We present a concept of better integration of practical teaching in student teacher education in Computer Science. As an introduction to the workshop different possible scenarios are discussed on the basis of examples. Afterwards workshop participants will have the opportunity to discuss the application of the aconcepts in other settings. Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64628 SN - 1868-0844 SN - 2191-1940 IS - 6 SP - 151 EP - 152 PB - Universitätsverlag Potsdam CY - Potsdam ER - 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 - TY - JOUR A1 - Vaníček, Jiří T1 - Introducing topics from informatics into primary school curricula BT - how do teachers take it? JF - Commentarii informaticae didacticae : (CID) N2 - The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics. KW - primary school KW - informatics curricula KW - teacher education Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64482 SN - 1868-0844 SN - 2191-1940 IS - 6 SP - 41 EP - 51 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - GEN A1 - Peters, Friedrich Ernst T1 - Friedrich Ernst Peters erzählt Döntjes N2 - Heitere Anekdoten um Prominente und weniger Prominente aus Schleswig-Holstein. KW - Döntje KW - Holtorf KW - Hans KW - Hebbel KW - Friedrich KW - Bachmann KW - Nikolaus KW - Luhnstedt KW - anecdote KW - Holtorf KW - Hans KW - Hebbel KW - Friedrich KW - Bachmann KW - Nikolaus KW - Luhnstedt Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-61019 ER - TY - BOOK ED - Van Hal, Toon ED - Vielle, Christophe T1 - Grammatica Grandonica BT - the Sanskrit Grammar of Johann Ernst Hanxleden S.J. (1681-1732) [introduced and edited by Toon Van Hal & Christophe Vielle, with a photographical reproduction of the original manuscript by Jean-Claude Muller] N2 - In May 2010, Johann Ernst Hanxleden’s Grammatica Grandonica was rediscovered in Montecompatri (Lazio, Rome). Although historiographers attached much weight to the nearly oldest western grammar of Sanskrit, the precious manuscript was lost for several decades. The first aim of the present digital publication is to offer a photographical reproduction of the manuscript. This facsimile is accompanied by a double edition: a facing diplomatic edition with the Sanskrit in Malayāḷam script, followed by a transliterated established text. KW - Sanskrit KW - Hanxleden KW - Grandonica KW - Grammatica KW - Arnos Padiri Y1 - 2013 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-63218 ER -