Informatics in schools : rethinking computing education : 14th International Conference on Informatics in Schools : Situation, Evolution, and Perspectives, ISSEP 2021, virtual event, November 3-5, 2021 : proceedings

This book constitutes the proceedings of the 14th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2021, held in Nijmegen, The Netherlands, in November 2020. Due to COVID-19 related travelling restrictions the conference had to be switched to online format. The 12 full papers presented were carefully reviewed and selected from 29 submissions. They are organized in topical sections named: Fostering Computational Thinking, Programming Education, Advancing Computing Education, and Teachers’ Professional Development. Preface Organization Contents Fostering Computational Thinking Computational Thinking in Context Across Curriculum: Students’ and Teachers’ Perspectives 1 Introduction 2 Methods 2.1 Participants 2.2 Lesson Design 2.3 Data Collection 2.4 Data Analysis 3 Results 3.1 Students 3.2 Teachers 4 Conclusion and Discussion References Towards Classification of Interactive Non-programming Tasks Promoting Computational Thinking 1 Introduction 2 Related Work 2.1 Interactivity and Engagement Classification Frameworks 3 Classification Framework for Interactive Bebras Tasks 4 Classification of Tasks from National Contests 5 Discussion 6 Conclusion References Tell, Draw and Code – Teachers’ Intention to a Narrative Introduction of Computational Thinking 1 Introduction 2 Background Work 2.1 Educational Robotics in Pedagogical Context 2.2 The Bee-Bot 2.3 Professional Teacher Development 3 Conceptual Framework 3.1 Technology Usage Inventory 3.2 Teacher Training Course 3.3 Didactic Design – Tell, Draw and Code 4 The Study 4.1 The Participants 4.2 The Survey 5 Results 5.1 Lessons 5.2 Evaluation Pre-/Post-test 5.3 Qualitative Findings 5.4 Discussion 6 Conclusion and Future Work Appendix References Programming Education First Programming Course in Business Studies: Content, Approach, and Achievement 1 Introduction 2 Content, Approach, and Achievement 2.1 Course Content 2.2 Didactic Approach 2.3 Programming Achievement 3 Suggestions for Practice and Research References Why Young Programmers Should Make Game Art: A Study from a Game-Making Course 1 Introduction 1.1 Game Programming and Game Art 1.2 GameCraft 1.3 Previous Research 2 Research Aims 3 Methodology 3.1 Sample of Participants 3.2 Data Collection and Analysis 4 Results 4.1 Game Art in the Game-Making Process 4.2 Description of Functions of Game Art Tasks 4.3 Functions of Game Art Tasks 4.4 Why Pupils Like Pixel Art Tasks 5 Discussion 6 Conclusion References Teaching Recursion in High School 1 Introduction 2 Road Map 2.1 Preknowledge 2.2 Give a Quick Outlook on What Is Going to Happen 2.3 Introduce Recursion Using an Example 2.4 Link Recursion to Something Known 2.5 Point Out the Importance of a Base Case 2.6 Combine Recursion with Return Values 2.7 Allow Multiple Calls per Function Body 2.8 Implement Known Algorithms Recursively 2.9 Introduce Divide-and-Conquer References Advancing Computing Education A Multi-dimensional Approach to Categorize Bebras Tasks 1 Introduction 1.1 Open Issues with Categorization 1.2 Other Approaches 2 Proposed Dimensions 2.1 1st Dimension: Topic 2.2 2nd Dimension: Computational Thinking Skills 2.3 3rd Dimension: Range of Requirements 2.4 Another Dimension: Target Age? 2.5 Another Dimension: Stances? 3 Proposal 4 Evaluation 5 Conclusion and Discussion References Girls' Summer School for Physical Computing: Methodology and Acceptance Issues 1 Introduction 1.1 Gender Issues 1.2 Technology Acceptance Issues 1.3 The Aim of the Study 2 Methodology for Physical Computing Education Activities 3 Research Methodology 3.1 Participants 3.2 Instruments 4 Research Methodology 5 Conclusions A The Proposed Topics of Arduino Mini Projects B The Areas of the Mini Projects C The Design Thinking Model ch8refsps30 D Girls Performing the Mini Projects References Towards a Compulsory Computing Curriculum at Primary and Lower-Secondary Schools: The Case of Czechia 1 Introduction, Terminology 2 The Starting Point 2.1 Situation in Informatics Since 2006 2.2 First Occurence of Computing: Bebras Challenge 2.3 INICT Panel. Models of Inspiration 2.4 Strategy of Digital Education 2.5 The Monograph Subject Didactics 3 Conception and Preparation of Changes 3.1 Computational Thinking and Digital Literacy 3.2 PRIM and DigiGram Projects 3.3 Development and Piloting of a New Set of Textbooks 3.4 Preservice and In-Service Teacher Education 4 New National Informatics Curriculum 4.1 Introducing Innovation at Schools 5 Perspectives References Teachers’ Professional Development Professional Development for In-Service Teachers of Programming: Evaluation of a University-Level Program 1 Introduction 2 Related Work 3 Case Description and Research Design 3.1 Research Design 4 Results 4.1 Teachers’ PD in the Context of the Programming Courses at the University (Part A) 4.2 Teachers’ Perspectives on PD (Part B) 5 Discussions 6 Conclusion References Encouraging Task Creation Among Programming Teachers in Primary Schools 1 Programming Has Entered Compulsory Schooling 2 An Extensible Collection of Programming Tasks 2.1 Finding Common Ground: Task Data Structure 2.2 Solution Verification 3 Case Study: User Activity During the Past 18 Months 4 Conclusion References Problems, Professional Development and Reflection: Experiences of High-School Computer Science Teachers in Serbia 1 Introduction 2 Background 2.1 Challenges in Teaching Computer Science 2.2 Computer Science Teachers' Professional Development 2.3 Refection in Education 2.4 Study Reasoning 2.5 Computer Science Education in Serbia 3 Methodology 3.1 Sample and Recruitment 3.2 Semi-structured Interview: Reasoning and Procedure 3.3 Data Recording and Analysis 4 Results 4.1 The Need for Learning 4.2 Other Challenges 4.3 I Reflect and I Do Not Reflect 5 Discussion References Author Index