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1.

001-es BibID:BIBFORM099908
035-os BibID:(Scopus)85121654140
Első szerző:Csernoch Mária (informatika tanár)
Cím:Do You Speak, Write and Think in Informatics? / Csernoch Mária, Dani Erzsébet
Dátum:2022
ISSN:1785-8860
Megjegyzések:The dissemination of research results might be as crucial as the research itself. The widely accepted two major forms of dissemination are written papers and live presentations. On the surface, if we see the problem in hyper attention mode, these documents are different in nature. However, their preparation requires the same problemsolving approach, and beyond that, they share the fundamental rules of design since both are extended text documents, with varying proportions of text and/or non-text contents and static and/or dynamic media types. Closely related to this problem is the phenomenon of different types of attention (hyper and deep attention), thinking (fast and slow) modes, and problem-solving approaches (high- and low-mathability). In the world of immense and various forms of data and information, the role of so-called hyper attention is fundamental and inevitable, but the presence of deep attention is essential as well. In the present paper the knowledge items involved and shared in the design and the preparation of text-based documents are detailed from the view of concept-based problem-solving, the perspective of attention and thinking modes, along with samples originated from various sources and subject matters. The aims are to discuss the theoretical background of effective and efficient document design and preparation and to call attention to the consequences of ignoring, neglecting the proper use of attention types and thinking modes.
Tárgyszavak:Bölcsészettudományok Neveléstudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
end-user computing
attention modes
thinking modes
deep and surface computer problem-solving approaches
low- and high-mathability
Megjelenés:Acta Polytechnica Hungarica. - 19 : 1 (2022), p. 113-131. -
További szerzők:Bujdosóné Dani Erzsébet (1968-) (informatikus-könyvtáros)
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DOI
Intézményi repozitóriumban (DEA) tárolt változat
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2.

001-es BibID:BIBFORM100002
035-os BibID:(WOS)000741095800001 (Scopus)85123402494
Első szerző:Nagy Tímea Katalin (informatika-matematika tanár)
Cím:Cross-Curricular Connections and Knowledge-Transfer Elements in Data Management / Nagy Tímea Katalin, Csernoch Mária, Máth János
Dátum:2022
ISSN:1785-8860
Tárgyszavak:Műszaki tudományok Informatikai tudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
Megjelenés:Acta Polytechnica Hungarica. - 19 : 1 (2022), p. 133-149. -
További szerzők:Csernoch Mária (1963-) (informatika tanár) Máth János (1959-) (matematikus)
Pályázati támogatás:EFOP-3.6.3-VEKOP-16-201700002
EFOP-VEKOP
Internet cím:Intézményi repozitóriumban (DEA) tárolt változat
DOI
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3.

001-es BibID:BIBFORM097536
035-os BibID:(Scopus)85121652969
Első szerző:Sebestyén Katalin (informatika tanár)
Cím:Measuring the algorithmic skills of students working with low- and high-mathability programming approaches / Katalin Sebestyén, Gábor Csapó, Mária Csernoch, Kálmán Abari
Dátum:2022
ISSN:1785-8860
Megjegyzések:In spite of the fact that teaching programming is obligatory in Hungarian public ICT education, the low number of lessons accompanied by the lack of students' knowledge and interest marginalize the topic. Research and experience show that even when working with experienced teachers, students have a hard time mastering imperative and object-oriented programming languages. These languages usually approach problem-solving from a mathematical perspective, with a minimal design IDE (Integrated Development Environment) and output screen. As an alternative solution, schools and courses apply various visual programming environments that make it possible to create colorful motivating games and animations even in one lesson. In our research we compared two visual programming environments: Scratch (control group), developed for education, and Construct 3 (experimental group), developed for game and software development. We conducted a measurement of the efficacy of the two environments for teaching programming in two grade-8 groups. The students learned the topic by solving traditional algorithmic tasks, but taking advantage of the visual interfaces. The results, in accordance with previous findings, show that in developing the students' algorithmic skills there is no difference between these visual programming languages. Furthermore, we found proof that the selected teaching methods play a crucial role in the development of said skills of the students.
Tárgyszavak:Természettudományok Matematika- és számítástudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
visual programming
algorithmic skills
Bebras
ICT education
programming education
Construct 3
Scratch
Megjelenés:Acta Polytechnica Hungarica. - 19 : 1 (2022), p. 93-112. -
További szerzők:Csapó Gábor (1991-) (informatikatanár, könyvtárpedagógia tanár) Csernoch Mária (1963-) (informatika tanár) Abari Kálmán (1971-) (programtervező matematikus)
Pályázati támogatás:EFOP-3.6.3-VEKOP-16-2017-00002
EFOP
Internet cím:Intézményi repozitóriumban (DEA) tárolt változat
Szerző által megadott URL
DOI
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4.

001-es BibID:BIBFORM097535
035-os BibID:(WOS)000741095800002 (Scopus)85123417786
Első szerző:Sebestyén Katalin (informatika tanár)
Cím:Error Recognition Model: End-user Text Management / Katalin Sebestyén, Gábor Csapó, Mária Csernoch, Bernadett Aradi
Dátum:2022
ISSN:1785-8860
Megjegyzések:Discussion, evaluation, and error recognition in natural language digital texts is one of the most neglected areas of the digital world, despite the fact that text management is the most popular computer related activity. Millions of erroneous text-based documents of different types are in circulation, without us being aware of how fragile, damaged and harmful they are. It is well accepted in programming and even in other end-user activities that error recognition plays a crucial role in teaching, learning and real-world problem-solving pro-cesses. In the present paper, we introduce the high-mathability Error Recognition Model, which consists of the processes used in discussion and concept-based problem-solving, and we also provide examples of the utilization of the model. We argue that error recognition and correction, and the assessment of problems in text management are as important as in other fields of informatics and computer sciences. In our study experiment groups ? studying with the Error Recognition Model ? and control groups ? studying with low-mathability tool-centered approaches ? were compared. It is found that the Error Recognition Model is more effective in digital text management than tool-centered methodologies in two error types: the typographic and layout-breaking error categories, while a strong compensation effect was found in the syntax error category.
Tárgyszavak:Természettudományok Matematika- és számítástudományok idegen nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
teaching/learning strategies
lifelong learning
improving classroom teaching
data science applications in education
information literacy
Megjelenés:Acta Polytechnica Hungarica. - 19 : 1 (2022), p. 151-170. -
További szerzők:Csapó Gábor (1991-) (informatikatanár, könyvtárpedagógia tanár) Csernoch Mária (1963-) (informatika tanár) Aradi Bernadett (1987-) (alkalmazott matematikus)
Pályázati támogatás:EFOP-3.6.3-VEKOP-16-2017-00002
EFOP
Internet cím:Intézményi repozitóriumban (DEA) tárolt változat
Szerző által megadpott URL
DOI
Borító:
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