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001-es BibID:	BIBFORM080348
035-os BibID:	(WOS)000466165100003 (Scopus)85069685924
Első szerző:	Csapó Gábor (informatikatanár, könyvtárpedagógia tanár)
Cím:	Placing Event-Action-based Visual Programming in the Process of Computer Science Education / Gábor Csapó
Dátum:	2019
ISSN:	1785-8860
Megjegyzések:	Based on research results and experience, students who finish K-12 education lack the necessary computational thinking skills that they would need to continue their studies effectively in the field of computer sciences. Our goal was to examine the currently used methods and programming languages in K-12 education and to find and present an alternative approach. Using visual programming environments in education to develop students` computational thinking and algorithmic skills is a widespread practice in K-12 education. These environments mostly provide simplified versions of ?real" programming languages. In this paper, we present event-action-based visual programming, as an alternative to today`s most frequently used methods, which do not restrict the students` development ability to simplified and basic applications while retaining the advantages of visual languages. We organized four workshops in which we presented this programming approach to four distinct groups involved in education. The participants were guided to develop a multiplatform mobile application using Construct 2 event-action-based visual programming. At the end of the sessions we collected data in the form of group interviews and questionnaires on the possibilities of including event-action based visual programming in computer science education. Based on the results, the participants found the method suitable for beginner programmers to help them lay the foundations for more complex, text-based programming languages and to develop a positive attitude towards programming.
Tárgyszavak:	Műszaki tudományok Informatikai tudományok idegen nyelvű folyóiratközlemény hazai lapban folyóiratcikk visual programming algorithmic skills computational thinking computer science education Construct 2
Megjelenés:	Acta Polytechnica Hungarica. - 16 : 2 (2019), p. 35-57. -
Internet cím:	Szerző által megadott URL DOI Intézményi repozitóriumban (DEA) tárolt változat
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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
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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
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