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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
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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:
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