CCL

Összesen 7 találat.
#/oldal:
Részletezés:
Rendezés:

1.

001-es BibID:BIBFORM097537
Első szerző:Biró Piroska (informatikus, matematikus)
Cím:Algorithmic Skills Vs. Time Spent On Computers And Mobile Devices / Piroska Biró, Mária Csernoch, Katalin Sebestyén, Eszter Gombos
Dátum:2018
ISSN:2146-7242 1303-6521
Megjegyzések:We tested first year BSc students of Informatics at the beginning of their tertiary studies, after finishing their studies in high schools and passing the school leaving exams of Informatics. Three pseudo-codes, a flow-chart with visual objects, and a logical problem were presented. The pseudo-codes and the logical problem were borrowed from the Hungarian programming contest prepared for students of 5-8 grades. The flow-chart was created by our team based on one of the pseudo-codes. We were interested in how the participants were able to read and summarize what the presented algorithms do. All except the logical problems were answered with natural language sentences, while each logical problem was answered with a whole number based on the output of the presented algorithm in the range of [0, 3]. Considering the nature of the answers, the logical problem was different from the others. Beyond the students' results, we were also interested in how the final scores are influenced by the time students spend on computers and mobile devices functioning as computers. In general, we found that the time students spend on computers affects their results. The heavy and the moderate users scored similarly in the test, while the occasional users scored significantly lower. In the case of mobile devices, the heavy users scored the lowest, while the moderate and occasional users performed better, with similar results. These findings prove that mobile devices do not have positive effects on decoding; furthermore, heavy mobile usage has a negative effect on these activities. Considering computers, the pattern is somewhat different. We have found that in general, there is no difference between the results of the heavy and the moderate computer users. On the contrary, the results of the occasional users were significantly lower than the results of the other two groups.
Tárgyszavak:Természettudományok Matematika- és számítástudományok konferenciacikk
folyóiratcikk
Megjelenés:Turkish Online Journal of Educational Technology. - 1 : Spec. Iss. (2018), p. 133-141. -
További szerzők:Csernoch Mária (1963-) (informatika tanár) Sebestyén Katalin (1990-) (informatika tanár) Gombos Eszter (1963-) (történelem, német, filozófia, informatika szakos pedagógus)
Internet cím:Szerző által megadott URL
Intézményi repozitóriumban (DEA) tárolt változat
Borító:

2.

001-es BibID:BIBFORM090951
035-os BibID:(WoS)000557768100001 (Scopus)85089259159
Első szerző:Csapó Gábor (informatikatanár, könyvtárpedagógia tanár)
Cím:Case study : developing long-term knowledge with Sprego / Gábor Csapó, Katalin Sebestyén, Mária Csernoch, Kálmán Abari
Dátum:2021
ISSN:1360-2357 1573-7608
Megjegyzések:In Hungary, K-12 informatics/computer science education focuses on mostly surface-based methods. This approach can be observed in the teaching of several topics in the subject, of which we focus on spreadsheet management. This is further emphasized by regulatory documents - the Hungarian National Core Curriculum and Hungarian Curriculum Frameworks -, where handling algorithms, calling schemata, and problem-solving in general are only assigned to the programming topic. In the process of fulfilling the requirements of the school curricula and the various tool-centered exams, students become familiar with the software interfaces and how to navigate them, instead of developing computational thinking skills and learning how to approach and solve real-world problems. Our educational system is based on a spiral teaching approach; therefore, spreadsheet management is taught throughout several grades in a small number of lessons. Prior research shows that students learning spreadsheet management with surface-approach methods do not build up a reliable knowledge structure. These students cannot solve problems in contexts differing to the ones in which they learned the topic and cannot use their surface navigation abilities in different software environments. Our research group focuses on spreadsheeting with an algorithm-building and problem-solving method at the center of the teaching-learning process. For this purpose, we have developed and introduced the Sprego (Spreadsheet Lego) methodology. Sprego is based on Pólya's four-step concept-based problem-solving approach, and its efficiency has already been proved compared to traditional low-mathability surface-approach methods. In the comparison of the low- and high-mathability approaches, several further questions arise, and amongst them one crucial aspect is how the different methods support the schema-construction and knowledge built up in long-term memory. In this paper we discuss this question using a delayed post-test that was carried out one year after the treatment period. We focused on the students' achievement both in the experimental (Sprego) and control (traditional surface-approaches) groups based on the methods used one year prior to the administration of the delayed post-test. The results show that students who learned the spreadsheet management topic with Sprego achieved significantly better scores on the delayed tests than those students who used low-mathability approaches.
Tárgyszavak:Műszaki tudományok Informatikai tudományok idegen nyelvű folyóiratközlemény külföldi lapban
folyóiratcikk
K-12 education
End-user computing
High-mathability computer problemsolving
Sprego
Megjelenés:Education and Information Technologies. - 26 : 1 (2021), p. 965-982. -
További szerzők:Sebestyén Katalin (1990-) (informatika tanár) Csernoch Mária (1963-) (informatika tanár) Abari Kálmán (1971-) (programtervező matematikus)
Pályázati támogatás:EFOP-3.6.3-VEKOP-16-2017-00002
EFOP
Internet cím:Szerző által megadott URL
DOI
Intézményi repozitóriumban (DEA) tárolt változat
Borító:

3.

001-es BibID:BIBFORM116098
035-os BibID:(Scopus)85163945049 (WOS)001055921400001
Első szerző:Sebestyén Katalin (informatika tanár)
Cím:Tanulók szövegkezelés-ismereteinek és önértékelésének kapcsolata / Sebestyén Katalin, Nagy Tímea, Csernoch Mária
Dátum:2023
ISSN:1587-8694
Megjegyzések:In teaching text management, in accordance with the frame curricula in Informatics, tra- ditionally low-mathability approaches are preferred and applied in both classrooms and course books. In these approaches, the focus is on the software interfaces, consequently, students (later end-users) rather concentrate on the tools, without paying attention to the requirements of the properly edited and formatted text. There is no space for real world problem solving, so students are not even able to check the correctness of the doc- uments without continuous supervising arriving from teachers. The primary problem is that these text-management approaches are extremely time consuming and error-prone, considering both the creation and the modification of the documents. In the present pa- per, we would like to call attention to the undesired consequences of the widely accepted low-mathability teaching approaches in the form of low-quality text-based documents and the overconfidence of untrained students and end-users in self-evaluation.
Tárgyszavak:Bölcsészettudományok Neveléstudományok magyar nyelvű folyóiratközlemény hazai lapban
folyóiratcikk
Megjelenés:Információs Társadalom. - 23 : 1 (2023), p. 117-138. -
További szerzők:Nagy Tímea Katalin (1995-) (informatika-matematika tanár) Csernoch Mária (1963-) (informatika tanár)
Internet cím:Szerző által megadott URL
DOI
Intézményi repozitóriumban (DEA) tárolt változat
Borító:

4.

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
Borító:

5.

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:

6.

001-es BibID:BIBFORM080370
Első szerző:Sebestyén Katalin (informatika tanár)
Cím:Introduction to Algorithmic Based Data Management in Spreadsheet Environment / Katalin Sebestyén, Gábor Csapó, Mária Csernoch
Dátum:2019
ISSN:1303-6521
Tárgyszavak:Műszaki tudományok Informatikai tudományok konferenciacikk
folyóiratcikk
Megjelenés:The Turkish Online Journal of Educational Technology. - 2019 : Spec. Iss. 2 (2019), p. 178-185. -
További szerzők:Csapó Gábor (1991-) (informatikatanár, könyvtárpedagógia tanár) Csernoch Mária (1963-) (informatika tanár)
Pályázati támogatás:EFOP-3.6.3-VEKOP-16-2017-00002
EFOP
Internet cím:Intézményi repozitóriumban (DEA) tárolt változat
Szerző által megadott URL
Borító:

7.

001-es BibID:BIBFORM080347
Első szerző:Sebestyén Katalin (informatika tanár)
Cím:Visualising Sprego Inequality Problems With 2D Representations / Katalin Sebestyén, Gábor Csapó, Mária Csernoch
Dátum:2018
ISSN:1303-6521
Tárgyszavak:Műszaki tudományok Informatikai tudományok konferenciacikk
folyóiratcikk
Megjelenés:Turkish Online Journal of Educational Technology. - Special Issue for INTE-ITICAM-IDEC 2018 (2018), p. 888-898. -
További szerzők:Csapó Gábor (1991-) (informatikatanár, könyvtárpedagógia tanár) Csernoch Mária (1963-) (informatika tanár)
Pályázati támogatás:EFOP-3.6.3-VEKOP-16-2017-00002
EFOP
Internet cím:Szerző által megadott URL
Intézményi repozitóriumban (DEA) tárolt változat
Borító:
Rekordok letöltése1 
Corvina könyvtári katalógus v8.2.27 © 2023 Monguz kft. Minden jog fenntartva.