Informatics Education - Supporting Computational Thinking

Third International Conference on Informatics in Secondary Schools - Evolution and Perspectives, ISSEP 2008 Torun Poland, July 1-4, 2008 Proceedings

  • Editors
  • Roland T. Mittermeir
  • Maciej M. Sysło
Conference proceedings ISSEP 2008

DOI: 10.1007/978-3-540-69924-8

Part of the Lecture Notes in Computer Science book series (LNCS, volume 5090)

Table of contents

  1. Front Matter
  2. Informatics, a Challenging Topic

    1. Maciej M. Sysło, Anna Beata Kwiatkowska
      Pages 1-18
    2. Krzysztof Diks, Jan Madey
      Pages 31-40
  3. Didactical Merits of Robot-Based Instruction

    1. Cheng-Chih Wu, I-Chih Tseng, Shih-Lung Huang
      Pages 53-62
    2. Toshiyuki Kamada, Hiroyuki Aoki, Shuji Kurebayashi, Yoshikazu Yamamoto
      Pages 63-74
    3. Shuji Kurebayashi, Hiroyuki Aoki, Toshiyuki Kamada, Susumu Kanemune, Yasushi Kuno
      Pages 75-86
  4. Transfer of Knowledge and Concept Formation

  5. Working with Objects and Programming

About these proceedings

Introduction

Informatics Education – Supporting Computational Thinking contains papers presented at the Third International Conference on Informatics in Secondary Schools – Evolution and Perspective, ISSEP 2008, held in July 2008 in Torun, Poland. As with the proceedings of the two previous ISSEP conferences (2005 in Klag- furt, Austria, and 2006 in Vilnius, Lithuania), the papers presented in this volume address issues of informatics education transcending national boundaries and, the- fore, transcending differences in the various national legislation and organization of the educational system. Observing these issues, one might notice a trend. The p- ceedings of the First ISSEP were termed From Computer Literacy to Informatics F- damentals [1]. There, broad room was given to general education in ICT. The ECDL, the European Computer Driving License, propagated since the late 1990s, had pe- trated school at this time already on a broad scale and teachers, parents, as well as pupils were rather happy with this situation. Teachers had material that had a clear scope, was relatively easy to teach, and especially easy to examine. Parents had the assurance that their children learn “modern and relevant stuff,” and for kids the c- puter was sufficiently modern so that anything that had to do with computers was c- sidered to be attractive. Moreover, the difficulties of programming marking the early days of informatics education in school seemed no longer relevant. Some colleagues had a more distant vision though.

Keywords

Computer Literacy E-Learning ICT competence active learning methods algorithms computer science computer science education data structures design criteria didactics distance learning educational science information technology learning object robot

Bibliographic information

  • Copyright Information Springer-Verlag Berlin Heidelberg 2008
  • Publisher Name Springer, Berlin, Heidelberg
  • eBook Packages Computer Science
  • Print ISBN 978-3-540-69923-1
  • Online ISBN 978-3-540-69924-8
  • Series Print ISSN 0302-9743
  • Series Online ISSN 1611-3349