TY  - JOUR
A1  - Sentance, Sue
A1  - Hodges, Steve
T1  - .NET Gadgeteer Workshop
JF  - Commentarii informaticae didacticae : (CID)
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64654
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 159
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Dagiene, Valentina
A1  - Jevsikova, Tatjana
A1  - Schule, Carsten
A1  - Sentance, Sue
A1  - Thota, Neena
T1  - A comparison of current trends within computer science teaching in school in Germany and the UK
JF  - Commentarii informaticae didacticae : (CID)
N2  - In the last two years, CS as a school subject has gained a lot of attention worldwide, although different countries have differing approaches to and experiences of introducing CS in schools. This paper reports on a study comparing current trends in CS at school, with a major focus on two countries, Germany and UK. A survey was carried out of a number of teaching professionals and experts from the UK and Germany with regard to the content and delivery of CS in school. An analysis of the quantitative data reveals a difference in foci in the two countries; putting this into the context of curricular developments we are able to offer interpretations of these trends and suggest ways in which curricula in CS at school should be moving forward.
KW  - CS Ed Research
KW  - ICT
KW  - CS at school
KW  - CS curriculum
KW  - topics
KW  - international comparison
KW  - international study
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64504
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 63
EP  - 75
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  - CHAP
A1  - Herre, Heinrich
A1  - Hummel, Axel
T1  - A paraconsistent semantics for generalized logic programs
N2  - We propose a paraconsistent declarative semantics of possibly inconsistent generalized logic programs which allows for arbitrary formulas in the body and in the head of a rule (i.e. does not depend on the presence of any specific connective, such as negation(-as-failure), nor on any specific syntax of rules). For consistent generalized logic programs this semantics coincides with the stable generated models introduced in [HW97], and for normal logic programs it yields the stable models in the sense of [GL88].
KW  - paraconsistency
KW  - generalized logic programs
KW  - multi-valued logic
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41496
ER  - 
TY  - CHAP
A1  - Goltz, Hans-Joachim
A1  - Pieth, Norbert
T1  - A tool for generating partition schedules of multiprocessor systems
N2  - A deterministic cycle scheduling of partitions at the operating system level is supposed for a multiprocessor system. In this paper, we propose a tool for generating such schedules. We use constraint based programming and develop methods and concepts for a combined interactive and automatic partition scheduling system. This paper is also devoted to basic methods and techniques for modeling and solving this partition scheduling problem. Initial application of our partition scheduling tool has proved successful and demonstrated the suitability of the methods used.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41556
ER  - 
TY  - JOUR
A1  - Reffay, Christophe
A1  - Miled, Mahdi
A1  - Ortiz, Pascal
A1  - Février, Loic
T1  - An epistemic hypermedia to learn python as a resource for an introductory course for algorithmic in France
JF  - Commentarii informaticae didacticae : (CID)
N2  - We launched an original large-scale experiment concerning informatics learning in French high schools. We are using the France-IOI platform to federate resources and share observation for research. The first step is the implementation of an adaptive hypermedia based on very fine grain epistemic modules for Python programming learning. We define the necessary traces to be built in order to study the trajectories of navigation the pupils will draw across this hypermedia. It may be browsed by pupils either as a course support, or an extra help to solve the list of exercises (mainly for algorithmics discovery). By leaving the locus of control to the learner, we want to observe the different trajectories they finally draw through our system. These trajectories may be abstracted and interpreted as strategies and then compared for their relative efficiency. Our hypothesis is that learners have different profiles and may use the appropriate strategy accordingly. This paper presents the research questions, the method and the expected results.
KW  - Adaptive hypermedia
KW  - Navigation
KW  - Programming learning
KW  - Pytho n
KW  - Trajectories
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64545
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 111
EP  - 118
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - CHAP
A1  - Hanus, Michael
A1  - Koschnicke, Sven
T1  - An ER-based framework for declarative web programming
N2  - We describe a framework to support the implementation of web-based systems to manipulate data stored in relational databases. Since the conceptual model of a relational database is often specified as an entity-relationship (ER) model, we propose to use the ER model to generate a complete implementation in the declarative programming language Curry. This implementation contains operations to create and manipulate entities of the data model, supports authentication, authorization, session handling, and the composition of individual operations to user processes. Furthermore and most important, the implementation ensures the consistency of the database w.r.t. the data dependencies specified in the ER model, i.e., updates initiated by the user cannot lead to an inconsistent state of the database. In order to generate a high-level declarative implementation that can be easily adapted to individual customer requirements, the framework exploits previous works on declarative database programming and web user interface construction in Curry.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41447
ER  - 
TY  - JOUR
A1  - Siegeris, Juliane
T1  - Attracting a new clientele for computer science with a women-only IT degree course
JF  - Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae)
N2  - A degree course in IT and business administration solely for women (FIW) has been offered since 2009 at the HTW Berlin – University of Applied Sciences. This contribution discusses student motivations for enrolling in such a women only degree course and gives details of our experience over recent years. In particular, the approach to attracting new female students is described and the composition of the intake is discussed. It is shown that the women-only setting together with other factors can attract a new clientele for computer science.
KW  - Women and IT
KW  - STEM
KW  - Course marketing
KW  - Courses for female students
KW  - Curricula Development
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-615712
SN  - 978-3-86956-548-4
SN  - 1868-0844
SN  - 2191-1940
IS  - 13
SP  - 157
EP  - 170
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Benacka, Jan
T1  - BubbleSort, SelectSort and InsertSort in Excel & Delphi
BT  - learning the Concepts in a Constructionist Way
JF  - Commentarii informaticae didacticae : (CID)
N2  - A method is presented of acquiring the principles of three sorting algorithms through developing interactive applications in Excel.
KW  - spreadsheets
KW  - sorting
KW  - constructionism
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64636
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 153
EP  - 154
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
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  - CHAP
A1  - Banda, Gourinath
A1  - Gallagher, John P.
T1  - Constraint-based abstraction of a model checker for infinite state systems
N2  - Abstract interpretation-based model checking provides an approach to verifying properties of infinite-state systems. In practice, most previous work on abstract model checking is either restricted to verifying universal properties, or develops special techniques for temporal logics such as modal transition systems or other dual transition systems. By contrast we apply completely standard techniques for constructing abstract interpretations to the abstraction of a CTL semantic function, without restricting the kind of properties that can be verified. Furthermore we show that this leads directly to implementation of abstract model checking algorithms for abstract domains based on constraints, making use of an SMT solver.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41516
ER  - 
TY  - JOUR
A1  - Gujberová, Monika
A1  - Tomcsányi, Peter
T1  - Environments for programming in primary education
JF  - Commentarii informaticae didacticae : (CID)
N2  - The aim of our article is to collect and present information about contemporary programming environments that are suitable for primary education. We studied the ways they implement (or do not implement) some programming concepts, the ways programs are represented and built in order to support young and novice programmers, as well as their suitability to allow different forms of sharing the results of pupils’ work. We present not only a short description of each considered environment and the taxonomy in the form of a table, but also our understanding and opinions on how and why the environments implement the same concepts and ideas in different ways and which concepts and ideas seem to be important to the creators of such environments.
KW  - Primary informatics
KW  - Programming environments for children
KW  - Comparing programming environments
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64499
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 53
EP  - 60
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - CHAP
A1  - Cabalar, Pedro
T1  - Existential quantifiers in the rule body
N2  - In this paper we consider a simple syntactic extension of Answer Set Programming (ASP) for dealing with (nested) existential quantifiers and double negation in the rule bodies, in a close way to the recent proposal RASPL-1. The semantics for this extension just resorts to Equilibrium Logic (or, equivalently, to the General Theory of Stable Models), which provides a logic-programming interpretation for any arbitrary theory in the syntax of Predicate Calculus. We present a translation of this syntactic class into standard logic programs with variables (either disjunctive or normal, depending on the input rule heads), as those allowed by current ASP solvers. The translation relies on the introduction of auxiliary predicates and the main result shows that it preserves strong equivalence modulo the original signature.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41476
ER  - 
TY  - JOUR
A1  - Gülbahar, Yasemin
A1  - Ilkhan, Mustafa
A1  - Kilis, Selcan
A1  - Arslan, Okan
T1  - Informatics education in Turkey
BT  - national ICT curriculum and teacher training at elementary level
JF  - Commentarii informaticae didacticae : (CID)
N2  - This article is a summary of the work carried out by the Ministry of Education in Turkey, in terms of the development of a new ICT Curriculum, together with the e-Training of teachers who will play an important role in the forthcoming pilot study. Based on recent literature on the topic, the article starts by introducing the “F@tih Project”, a national project that aims to effectively integrate technology into schools. After assessing teachers’ and students’ ICT competencies, as defined internationally, the review continues with the proposed model for the e-training of teachers. Summarizing the process of development of the new ICT curriculum, researchers underline key points of the curriculum such as dimensions, levels and competencies. Then teachers’ e-training approaches, together with selected tools, are explained in line with the importance and stages of action research that will be used throughout the pilot implementation of the curriculum and e-training process.
KW  - informatics education
KW  - ICT curriculum
KW  - teacher training
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64517
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 77
EP  - 87
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  - 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  - CHAP
A1  - Oetsch, Johannes
A1  - Schwengerer, Martin
A1  - Tompits, Hans
T1  - Kato: a plagiarism-detection tool for answer-set programs
N2  - We present the tool Kato which is, to the best of our knowledge, the first tool for plagiarism detection that is directly tailored for answer-set programming (ASP). Kato aims at finding similarities between (segments of) logic programs to help detecting cases of plagiarism. Currently, the tool is realised for DLV programs but it is designed to handle various logic-programming syntax versions. We review basic features and the underlying methodology of the tool.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41485
ER  - 
TY  - GEN
A1  - Stieglitz, Stefan
A1  - Fuchß, Christoph
A1  - Hillmann, Oliver
A1  - Lattemann, Christoph
T1  - Mobile learning by using ad hoc messaging network
N2  - The requirements of modern e-learning techniques change. Aspects such as community interaction, flexibility, pervasive learning and increasing mobility in communication habits become more important. To meet these challenges e-learning platforms must provide support on mobile learning. Most approaches try to adopt centralised and static e-learning mechanisms to mobile devices. However, often technically it is not possible for all kinds of devices to be connected to a central server. Therefore we introduce an application of a mobile e-learning network which operates totally decentralised with the help of an underlying ad hoc network architecture. Furthermore the concept of ad hoc messaging network (AMNET) is used as basis system architecture for our approach to implement a platform for pervasive mobile e-learning.
T3  - Zweitveröffentlichungen der Universität Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe - paper 015 
KW  - Mobile learning
KW  - ad hoc learning
KW  - community
KW  - e-learning platform
KW  - AMNET
KW  - ad hoc messaging network
KW  - pervasive learning
Y1  - 2007
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-19960
SN  - 1867-5808
ER  - 
TY  - CHAP
A1  - Schrijvers, Tom
T1  - Overview of the monadic constraint programming framework
N2  - A constraint programming system combines two essential components: a constraint solver and a search engine. The constraint solver reasons about satisfiability of conjunctions of constraints, and the search engine controls the search for solutions by iteratively exploring a disjunctive search tree defined by the constraint program. The Monadic Constraint Programming framework gives a monadic definition of constraint programming where the solver is defined as a monad threaded through the monadic search tree. Search and search strategies can then be defined as firstclass objects that can themselves be built or extended by composable search transformers. Search transformers give a powerful and unifying approach to viewing search in constraint programming, and the resulting constraint programming system is first class and extremely flexible.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41411
ER  - 
TY  - CHAP
A1  - Betz, Hariolf
A1  - Raiser, Frank
A1  - Frühwirth, Thom
T1  - Persistent constraints in constraint handling rules
N2  - In the most abstract definition of its operational semantics, the declarative and concurrent programming language CHR is trivially non-terminating for a significant class of programs. Common refinements of this definition, in closing the gap to real-world implementations, compromise on declarativity and/or concurrency. Building on recent work and the notion of persistent constraints, we introduce an operational semantics avoiding trivial non-termination without compromising on its essential features.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41547
ER  - 
TY  - CHAP
A1  - Seipel, Dietmar
T1  - Practical Applications of Extended Deductive Databases in DATALOG*
N2  - A wide range of additional forward chaining applications could be realized with deductive databases, if their rule formalism, their immediate consequence operator, and their fixpoint iteration process would be more flexible. Deductive databases normally represent knowledge using stratified Datalog programs with default negation. But many practical applications of forward chaining require an extensible set of user–defined built–in predicates. Moreover, they often need function symbols for building complex data structures, and the stratified fixpoint iteration has to be extended by aggregation operations. We present an new language Datalog*, which extends Datalog by stratified meta–predicates (including default negation), function symbols, and user–defined built–in predicates, which are implemented and evaluated top–down in Prolog. All predicates are subject to the same backtracking mechanism. The bottom–up fixpoint iteration can aggregate the derived facts after each iteration based on user–defined Prolog predicates.
KW  - deductive databases
KW  - Prolog
KW  - forward / backward chaining
KW  - bottom–up
KW  - top– down
KW  - built–in predicates
KW  - stratification
KW  - function symbols
KW  - XM
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41457
ER  - 
TY  - CHAP
A1  - Geske, Ulrich
A1  - Wolf, Armin
T1  - Preface
N2  - The workshops on (constraint) logic programming (WLP) are the annual meeting of the Society of Logic Programming (GLP e.V.) and bring together researchers interested in logic programming, constraint programming, and related areas like databases, artificial intelligence and operations research. In this decade, previous workshops took place in Dresden (2008), Würzburg (2007), Vienna (2006), Ulm (2005), Potsdam (2004), Dresden (2002), Kiel (2001), and Würzburg (2000). Contributions to workshops deal with all theoretical, experimental, and application aspects of constraint programming (CP) and logic programming (LP), including foundations of constraint/ logic programming. Some of the special topics are constraint solving and optimization, extensions of functional logic programming, deductive databases, data mining, nonmonotonic reasoning, , interaction of CP/LP with other formalisms like agents, XML, JAVA, program analysis, program transformation, program verification, meta programming, parallelism and concurrency, answer set programming, implementation and software techniques (e.g., types, modularity, design patterns), applications (e.g., in production, environment, education, internet), constraint/logic programming for semantic web systems and applications, reasoning on the semantic web, data modelling for the web, semistructured data, and web query languages.
KW  - Logic Programming
KW  - Constraint Solving
KW  - Logics
KW  - Deduction
KW  - Planing
KW  - Optimization
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41401
ER  - 
TY  - JOUR
A1  - Ragonis, Noa
T1  - Problem-solving strategies must be taught implicitly
JF  - Commentarii informaticae didacticae : (CID)
N2  - Problem solving is one of the central activities performed by computer scientists as well as by computer science learners. Whereas the teaching of algorithms and programming languages is usually well structured within a curriculum, the development of learners’ problem-solving skills is largely implicit and less structured. Students at all levels often face difficulties in problem analysis and solution construction. The basic assumption of the workshop is that without some formal instruction on effective strategies, even the most inventive learner may resort to unproductive trial-and-error problemsolving processes. Hence, it is important to teach problem-solving strategies and to guide teachers on how to teach their pupils this cognitive tool. Computer science educators should be aware of the difficulties and acquire appropriate pedagogical tools to help their learners gain and experience problem-solving skills.
KW  - Problem solving
KW  - Problem solving strategies
KW  - Teaching problem solving strategies
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64645
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 155
EP  - 157
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - CHAP
A1  - Brass, Stefan
T1  - Range restriction for general formulas
N2  - Deductive databases need general formulas in rule bodies, not only conjuctions of literals. This is well known since the work of Lloyd and Topor about extended logic programming. Of course, formulas must be restricted in such a way that they can be effectively evaluated in finite time, and produce only a finite number of new tuples (in each iteration of the TP-operator: the fixpoint can still be infinite). It is also necessary to respect binding restrictions of built-in predicates: many of these predicates can be executed only when certain arguments are ground. Whereas for standard logic programming rules, questions of safety, allowedness, and range-restriction are relatively easy and well understood, the situation for general formulas is a bit more complicated. We give a syntactic analysis of formulas that guarantees the necessary properties.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41521
ER  - 
TY  - CHAP
A1  - Herre, Heinrich
A1  - Hummel, Axel
T1  - Stationary generated models of generalized logic programs
N2  - The interest in extensions of the logic programming paradigm beyond the class of normal logic programs is motivated by the need of an adequate representation and processing of knowledge. One of the most difficult problems in this area is to find an adequate declarative semantics for logic programs. In the present paper a general preference criterion is proposed that selects the ‘intended’ partial models of generalized logic programs which is a conservative extension of the stationary semantics for normal logic programs of [Prz91]. The presented preference criterion defines a partial model of a generalized logic program as intended if it is generated by a stationary chain. It turns out that the stationary generated models coincide with the stationary models on the class of normal logic programs. The general wellfounded semantics of such a program is defined as the set-theoretical intersection of its stationary generated models. For normal logic programs the general wellfounded semantics equals the wellfounded semantics.
KW  - extensions of logic programs
KW  - semantics
KW  - knowledge representation
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41501
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  - 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  - Nakano, Yoshiaki
A1  - Izutsu, Katsunobu
T1  - The new course of study and a prospect of information studies education in Japan
JF  - Commentarii informaticae didacticae : (CID)
N2  - Japan launched the new Course of Study in April 2012, which has been carried out in elementary schools and junior high schools. It will also be implemented in senior high schools from April 2013. This article presents an overview of the information studies education in the new Course of Study for K-12. Besides, the authors point out what role experts of informatics and information studies education should play in the general education centered around information studies that is meant to help people of the nation to lead an active, powerful, and flexible life until the satisfying end.
KW  - General subject “Information”
KW  - Course of Study
KW  - Scientific understanding of Information
KW  - Information Ethics
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64522
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 89
EP  - 96
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Große-Bölting, Gregor
A1  - Scheppach, Lukas
A1  - Mühling, Andreas
T1  - The Place of Ethics in Computer Science Education
JF  - Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae)
N2  - Ethical issues surrounding modern computing technologies play an increasingly important role in the public debate. Yet, ethics still either doesn’t appear at all or only to a very small extent in computer science degree programs. This paper provides an argument for the value of ethics beyond a pure responsibility perspective and describes the positive value of ethical debate for future computer scientists. It also provides a systematic analysis of the module handbooks of 67 German universities and shows that there is indeed a lack of ethics in computer science education. Finally, we present a principled design of a compulsory course for undergraduate students.
KW  - Ethics
KW  - Diversity
KW  - Social impact
KW  - Bachelor
KW  - Curriculum analysis
KW  - Course development
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-615982
SN  - 978-3-86956-548-4
SN  - 1868-0844
SN  - 2191-1940
IS  - 13
SP  - 173
EP  - 187
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Lessner, Daniel
T1  - The role of algorithm in general secondary education revisited
JF  - Commentarii informaticae didacticae : (CID)
N2  - The traditional purpose of algorithm in education is to prepare students for programming. In our effort to introduce the practically missing computing science into Czech general secondary education, we have revisited this purpose.We propose an approach, which is in better accordance with the goals of general secondary education in Czechia. The importance of programming is diminishing, while recognition of algorithmic procedures and precise (yet concise) communication of algorithms is gaining importance. This includes expressing algorithms in natural language, which is more useful for most of the students than programming. We propose criteria to evaluate such descriptions. Finally, an idea about the limitations is required (inefficient algorithms, unsolvable problems, Turing’s test). We describe these adjusted educational goals and an outline of the resulting course. Our experience with carrying out the proposed intentions is satisfactory, although we did not accomplish all the defined goals.
KW  - computing science education
KW  - general secondary education
KW  - mandatory computer science foundations
KW  - concept of algorithm
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64534
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 99
EP  - 110
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - CHAP
A1  - Abdennadher, Slim
A1  - Ismail, Haythem
A1  - Khoury, Frederick
T1  - Transforming imperative algorithms to constraint handling rules
N2  - Different properties of programs, implemented in Constraint Handling Rules (CHR), have already been investigated. Proving these properties in CHR is fairly simpler than proving them in any type of imperative programming language, which triggered the proposal of a methodology to map imperative programs into equivalent CHR. The equivalence of both programs implies that if a property is satisfied for one, then it is satisfied for the other. The mapping methodology could be put to other beneficial uses. One such use is the automatic generation of global constraints, at an attempt to demonstrate the benefits of having a rule-based implementation for constraint solvers.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41533
ER  - 
TY  - JOUR
A1  - Berry, Carol
A1  - Kusterer, Peter
T1  - Using Teachers’ TryScience to support educators and improve teaching
JF  - Commentarii informaticae didacticae : (CID)
N2  - The challenge is providing teachers with the resources they need to strengthen their instructions and better prepare students for the jobs of the 21st Century. Technology can help meet the challenge. Teachers’ Tryscience is a noncommercial offer, developed by the New York Hall of Science, TeachEngineering, the National Board for Professional Teaching Standards and IBM Citizenship to provide teachers with such resources. The workshop provides deeper insight into this tool and discussion of how to support teaching of informatics in schools.
KW  - science
KW  - teacher
KW  - collaboration
KW  - teaching material
KW  - instruction
KW  - lesson
KW  - social networking
Y1  - 2013
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-64665
SN  - 1868-0844
SN  - 2191-1940
IS  - 6
SP  - 161
EP  - 162
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - CHAP
A1  - Zhou, Neng-Fa
T1  - What I have learned from all these solver competitions
N2  - In this talk, I would like to share my experiences gained from participating in four CSP solver competitions and the second ASP solver competition. In particular, I’ll talk about how various programming techniques can make huge differences in solving some of the benchmark problems used in the competitions. These techniques include global constraints, table constraints, and problem-specific propagators and labeling strategies for selecting variables and values. I’ll present these techniques with experimental results from B-Prolog and other CLP(FD) systems.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41431
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  - Draude, Claude
T1  - Working with Diversity in Informatics
JF  - Hochschuldidaktik Informatik HDI 2021 (Commentarii informaticae didacticae)
N2  - Diversity is a term that is broadly used and challenging for informatics research, development and education. Diversity concerns may relate to unequal participation, knowledge and methodology, curricula, institutional planning etc. For a lot of these areas, measures, guidelines and best practices on diversity awareness exist. A systemic, sustainable impact of diversity measures on informatics is still largely missing. In this paper I explore what working with diversity and gender concepts in informatics entails, what the main challenges are and provide thoughts for improvement. The paper includes definitions of diversity and intersectionality, reflections on the disciplinary basis of informatics and practical implications of integrating diversity in informatics research and development. In the final part, two concepts from the social sciences and the humanities, the notion of “third space”/hybridity and the notion of “feminist ethics of care”, serve as a lens to foster more sustainable ways of working with diversity in informatics.
KW  - Gender
KW  - Diversity
KW  - Intersectionality
KW  - Sociotechnical Design
KW  - Informatics
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-613787
SN  - 978-3-86956-548-4
SN  - 1868-0844
SN  - 2191-1940
IS  - 13
SP  - 13
EP  - 33
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - CHAP
A1  - Gebser, Martin
A1  - Hinrichs, Henrik
A1  - Schaub, Torsten H.
A1  - Thiele, Sven
T1  - xpanda: a (simple) preprocessor for adding multi-valued propositions to ASP
N2  - We introduce a simple approach extending the input language of Answer Set Programming (ASP) systems by multi-valued propositions. Our approach is implemented as a (prototypical) preprocessor translating logic programs with multi-valued propositions into logic programs with Boolean propositions only. Our translation is modular and heavily benefits from the expressive input language of ASP. The resulting approach, along with its implementation, allows for solving interesting constraint satisfaction problems in ASP, showing a good performance.
Y1  - 2010
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-41466
ER  -