Informatics in Schools. Curricula, Competences, and Competitions

  title={Informatics in Schools. Curricula, Competences, and Competitions},
  author={Andrej Brodnik and Jan Vahrenhold},
  booktitle={Lecture Notes in Computer Science},
Much of what we can do with Computer Science seems like magic, such as searching billions of items in a fraction of a second, or decrypting a secure message without needing to know the key that was used to encrypt it. Other parts are surprising — surely given a fast enough computer we can find the optimal solution to a problem? This paper investigates magical and paradoxical ideas in computer science, and how these relate to Computer Science education. The Theory Behind Theory Computer Science… 

Making CS Inclusive: An Overview of Efforts to Expand and Diversify CS Education

The misperception associated with Computer Science is explored and the efforts to make it more inclusive by attracting women, introducing CS earlier at the K-12 level, and improving entry-level college courses are examined.

An International Comparison of K-12 Computer Science Education Intended and Enacted Curricula

An international study of K-12 Computer Science implementation across Australia, England, Ireland, Italy, Malta, Scotland and the United States is presented, highlighting the similarities and differences of intended and enacted CS curriculum within and across countries.

Contextualized mobile game-based learning application for computing education

An overview of a mobile game-based learning application, BaghLearn that develops and upskills programming and algorithmic knowledge by cross-curricular capabilities through a traditional world-based game is presented.



Teaching theoretical computer science using a cognitive apprenticeship approach

Modifications to the pedagogy of a theory course held at the University of Potsdam, Germany that are motivated by a cognitive apprenticeship approach and have led to a significant reduction of the course's failure rates are described.

Computer science at school/CS teacher education: Koli working-group report on CS at school

The results of the study showed a number of recurrent themes and patterns such as curriculum difficulties, training and support for teachers, as well as the understanding and relevance of computer science.

Fertile Zones of Cultural Encounter in Computer Science Education

We explain certain learning difficulties in computer science education as resulting from a clash between the students' culture as computer users and the professional computing culture. We propose the

Computer Science in Secondary Schools in the UK: Ways to Empower Teachers

A transformational model of professional development is proposed for CS, both for in-service teachers as well as forming the basis of new teacher training programmes.

A taxonomy of task types in computing

Based on the systematic development of a curriculum for our undergraduate computer science units, an analysis of general education and CSE literature and consultation with other computer science

Theoretical underpinnings of computing education research: what is the evidence?

There is a great richness of work on which recent CER papers build; there are no prevailing theoretical or technical works that are broadly applied across CER; about half the analyzed papers build on no previous theoretical work, but a considerable share of these are building their own theoretical constructions.

Adoption of new computer science high school standards by New Zealand teachers

It is identified the aspects of the transition that worked well and the aspects have been problematic, and an increase in teacher confidence after they had professional development and gained experience teaching the new standards is revealed.

Computer Science Education in Secondary Schools -- The Introduction of a New Compulsory Subject

This case study is the first (nearly) all-embracing discussion of the whole project that describes the long way from the original concept to the first graduates as well as the internal structure of the subject and the first results.

Note to self: make assignments meaningful

It is recommended that educators, through their assignments, place increased emphasis on demonstrating that computer science can be used to aid society and/or produce products of practical value to society.

Type of Questions - The Case of Computer Science

In this paper, I explore and discuss the variety of types of questions that can be used by computer science educators in different teaching situations and processes: in classroom lessons, in the