An essential assumption of Constructionism is the idea that students learn best when they constru... more An essential assumption of Constructionism is the idea that students learn best when they construct artefacts that they consider to be relevant (Papert). Computational thinking (Wing) is made up of thought processes, such as abstraction, decomposition, algorithmic thinking, evaluation and generalization. This contribution discusses learning activities without computer (“unplugged activities”) related to computational thinking, which challenge creativity. In more detail, these arrangements have these common properties: Creativity. The students create a product that can be shown around later. This may be a physical artefact or a performance, which could be documented (photo, video). The concrete outcome is very individual and may be surprising in contrast to analytical tasks with just one correct solution. “Unplugged”. The activity is experience-based. It (ideally) demands all the senses and challenges the whole person. The students do not use a computer (“unplugged”) and do not devel...
Az informatikai gondolkodás (computational thinking) egyik alapköve az algoritmikus gondolkodás. ... more Az informatikai gondolkodás (computational thinking) egyik alapköve az algoritmikus gondolkodás. Ennek mérésére, fejlesztésére több irányzat is létezik. Egyik igen komoly és sokrétű elgondolás a számítógép nélkül, a gondolkodási sémákon keresztül történő megközelítés. Ilyen a nemzetközi Bebras kezdeményezés is. Kutatásunkban az Eötvös Loránd Tudományegyetem Informatika Karának angol nyelvű BSc-s hallgatóin keresztül arra kerestük a választ, hogy az első szemeszter tantárgyainak hatására mennyire változik a hallgatók algoritmikus gondolkodása, illetve az alapozó programozást támogató (Programming) kurzuson nyújtott teljesítmény milyen összefüggéseket mutat ezen változásokkal. A felméréshez a Bebras kezdeményezés feladatainak segítségével készítettük el felmérésünket, melynek alapjait és elsődleges eredményeit a cikkünkben foglaltuk össze
Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation... more Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation of events or objects in relation to the concepts already known. Different types of computer based concept mapping tools allow various forms of expressions and the versatility of some special tools promote their use from providing course maps for users to adaptations of learners knowledge maps. Modular mind mapping allows a clearer view of more complex structures and details of endless hierarchies can be embedded. The paper illustrates the Coraler mapping tool together with the mind mapping tool developed in Imagine as a modular tool-base in constructing highly structured maps with flexible content and interpretation.
Unplugged activities are well known in the computer science education. Creativity and computation... more Unplugged activities are well known in the computer science education. Creativity and computational thinking have been extensively researched and classified in last decade. In this paper we are focusing on creative unplugged activities and their potential in the classroom. We propose a model consisting of four types of creative unplugged activities that are used in CS education and present the results of an international online survey in which 360 educators participated in 2018. The survey found out how far the model is supported by educators, the extent to which creative activities are used in the classroom, what intentions are being pursued and what educational potential is seen in the four types of activities. Based on results of the survey we present ideas and methods on how to include and integrate creative unplugged activities into CS education and some possibilities on how to change such tasks to be more creative.
Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation... more Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation of events or objects in relation to the concepts already known. Different types of computer based concept mapping tools allow various forms of expressions and the versatility of some special tools promote their use from providing course maps for users to adaptations of learners knowledge maps. Modular mind mapping allows a clearer view of more complex structures and details of endless hierarchies can be embedded. The paper ...
Co-didactics is a bilateral project established between two teacher-training institutes in Austri... more Co-didactics is a bilateral project established between two teacher-training institutes in Austria and Hungary. The aim of the project is to inspire teacher-training activities in research and development of creative didactic tools that could be implemented in both cultural settings. Different authoring tools are used as Subject Oriented Microworld Extendible “SOME” environments in which student teachers design and configure didactic tools. The benefits of including this extended scope in teacher training and its practical ...
Micro:bits have educational purposes, these Single Board Computers (SBC) were based on BBC’s idea... more Micro:bits have educational purposes, these Single Board Computers (SBC) were based on BBC’s idea and developed by their supervision. The idea behind it was to give students an insight into programming and engineering science, encouraging them to choose their field connected to the STEM areas. These microcontrollers are ideal for supporting kids in learning the foundations of programming playfully. With the extensions, students experience the basics of robotics too.
The significant role of ICT in everyday life could change concepts about skills, education and le... more The significant role of ICT in everyday life could change concepts about skills, education and learning.
The significant role of ICT in everyday life could change concepts about skills, education, and l... more The significant role of ICT in everyday life could change concepts about skills, education, and learning.
Informatics in Schools. New Ideas in School Informatics
Computer Science education has a long tradition at Eotvos Lorand University, Budapest. A lot of s... more Computer Science education has a long tradition at Eotvos Lorand University, Budapest. A lot of students apply for BSc studies that consists of 6 semesters, and it provides a general overview of the world of Informatics: the appropriate mathematical and theoretical background and practice in programming and software engineering. Our experiences show three basic problems of an computer science education at BSc level in English: an inadequate level of English language skills, the lack of the basics in mathematics, and inexperience in algorithmic thinking and problem solving. When applying to the university, students are tested for English language and mathematics skills, and based on the results they might be assigned to study in a preliminary year, where they have courses that improve their skills in English and mathematics. However, there was no course that aimed at improving algorithmic thinking and problem solving skills, and students’ lack of these skills often resulted in problems and learning difficulties in the introductory programming course. This experience has inspired us to develop and start a new course (Introduction to Computational Thinking) that focuses on improving computational thinking skills, with emphasis on algorithmic thinking and problem solving skill development. The aim of our paper is to describe the structure of the course, to introduce what was done in the first semester, and present our first experiences with this course. We would like to follow our students as they progress to their first year in their university studies, look at their results in programming classes, and improve our course based on the results.
Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation... more Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation of events or objects in relation to the concepts already known. Different types of computer based concept mapping tools allow various forms of expressions and the versatility of some special tools promote their use from providing course maps for users to adaptations of learners knowledge maps. Modular mind mapping allows a clearer view of more complex structures and details of endless hierarchies can be embedded. The paper illustrates the Coraler mapping tool together with the mind mapping tool developed in Imagine as a modular tool-base in constructing highly structured maps with flexible content and interpretation.
This report presents the newest extending activity idea, a challenge game of the Hungarian Bebras... more This report presents the newest extending activity idea, a challenge game of the Hungarian Bebras initiative. The goal of extension is to create unplugged computational thinking activities based on the Hungarian Bebras competition. The target group of this challenge game is flexible, and it could be used in the motivating phase of CT education, and as a first step in Computer Science education.
Today’s societies place challenging demands on individuals, who are confronted with complexity in... more Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around: Traces of use of higher order thinking skills—according to Bloom’s taxonomy. Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers. Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education. Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students. Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers. Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
An essential assumption of Constructionism is the idea that students learn best when they constru... more An essential assumption of Constructionism is the idea that students learn best when they construct artefacts that they consider to be relevant (Papert). Computational thinking (Wing) is made up of thought processes, such as abstraction, decomposition, algorithmic thinking, evaluation and generalization. This contribution discusses learning activities without computer (“unplugged activities”) related to computational thinking, which challenge creativity. In more detail, these arrangements have these common properties: Creativity. The students create a product that can be shown around later. This may be a physical artefact or a performance, which could be documented (photo, video). The concrete outcome is very individual and may be surprising in contrast to analytical tasks with just one correct solution. “Unplugged”. The activity is experience-based. It (ideally) demands all the senses and challenges the whole person. The students do not use a computer (“unplugged”) and do not devel...
Az informatikai gondolkodás (computational thinking) egyik alapköve az algoritmikus gondolkodás. ... more Az informatikai gondolkodás (computational thinking) egyik alapköve az algoritmikus gondolkodás. Ennek mérésére, fejlesztésére több irányzat is létezik. Egyik igen komoly és sokrétű elgondolás a számítógép nélkül, a gondolkodási sémákon keresztül történő megközelítés. Ilyen a nemzetközi Bebras kezdeményezés is. Kutatásunkban az Eötvös Loránd Tudományegyetem Informatika Karának angol nyelvű BSc-s hallgatóin keresztül arra kerestük a választ, hogy az első szemeszter tantárgyainak hatására mennyire változik a hallgatók algoritmikus gondolkodása, illetve az alapozó programozást támogató (Programming) kurzuson nyújtott teljesítmény milyen összefüggéseket mutat ezen változásokkal. A felméréshez a Bebras kezdeményezés feladatainak segítségével készítettük el felmérésünket, melynek alapjait és elsődleges eredményeit a cikkünkben foglaltuk össze
Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation... more Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation of events or objects in relation to the concepts already known. Different types of computer based concept mapping tools allow various forms of expressions and the versatility of some special tools promote their use from providing course maps for users to adaptations of learners knowledge maps. Modular mind mapping allows a clearer view of more complex structures and details of endless hierarchies can be embedded. The paper illustrates the Coraler mapping tool together with the mind mapping tool developed in Imagine as a modular tool-base in constructing highly structured maps with flexible content and interpretation.
Unplugged activities are well known in the computer science education. Creativity and computation... more Unplugged activities are well known in the computer science education. Creativity and computational thinking have been extensively researched and classified in last decade. In this paper we are focusing on creative unplugged activities and their potential in the classroom. We propose a model consisting of four types of creative unplugged activities that are used in CS education and present the results of an international online survey in which 360 educators participated in 2018. The survey found out how far the model is supported by educators, the extent to which creative activities are used in the classroom, what intentions are being pursued and what educational potential is seen in the four types of activities. Based on results of the survey we present ideas and methods on how to include and integrate creative unplugged activities into CS education and some possibilities on how to change such tasks to be more creative.
Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation... more Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation of events or objects in relation to the concepts already known. Different types of computer based concept mapping tools allow various forms of expressions and the versatility of some special tools promote their use from providing course maps for users to adaptations of learners knowledge maps. Modular mind mapping allows a clearer view of more complex structures and details of endless hierarchies can be embedded. The paper ...
Co-didactics is a bilateral project established between two teacher-training institutes in Austri... more Co-didactics is a bilateral project established between two teacher-training institutes in Austria and Hungary. The aim of the project is to inspire teacher-training activities in research and development of creative didactic tools that could be implemented in both cultural settings. Different authoring tools are used as Subject Oriented Microworld Extendible “SOME” environments in which student teachers design and configure didactic tools. The benefits of including this extended scope in teacher training and its practical ...
Micro:bits have educational purposes, these Single Board Computers (SBC) were based on BBC’s idea... more Micro:bits have educational purposes, these Single Board Computers (SBC) were based on BBC’s idea and developed by their supervision. The idea behind it was to give students an insight into programming and engineering science, encouraging them to choose their field connected to the STEM areas. These microcontrollers are ideal for supporting kids in learning the foundations of programming playfully. With the extensions, students experience the basics of robotics too.
The significant role of ICT in everyday life could change concepts about skills, education and le... more The significant role of ICT in everyday life could change concepts about skills, education and learning.
The significant role of ICT in everyday life could change concepts about skills, education, and l... more The significant role of ICT in everyday life could change concepts about skills, education, and learning.
Informatics in Schools. New Ideas in School Informatics
Computer Science education has a long tradition at Eotvos Lorand University, Budapest. A lot of s... more Computer Science education has a long tradition at Eotvos Lorand University, Budapest. A lot of students apply for BSc studies that consists of 6 semesters, and it provides a general overview of the world of Informatics: the appropriate mathematical and theoretical background and practice in programming and software engineering. Our experiences show three basic problems of an computer science education at BSc level in English: an inadequate level of English language skills, the lack of the basics in mathematics, and inexperience in algorithmic thinking and problem solving. When applying to the university, students are tested for English language and mathematics skills, and based on the results they might be assigned to study in a preliminary year, where they have courses that improve their skills in English and mathematics. However, there was no course that aimed at improving algorithmic thinking and problem solving skills, and students’ lack of these skills often resulted in problems and learning difficulties in the introductory programming course. This experience has inspired us to develop and start a new course (Introduction to Computational Thinking) that focuses on improving computational thinking skills, with emphasis on algorithmic thinking and problem solving skill development. The aim of our paper is to describe the structure of the course, to introduce what was done in the first semester, and present our first experiences with this course. We would like to follow our students as they progress to their first year in their university studies, look at their results in programming classes, and improve our course based on the results.
Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation... more Concept maps, or mind maps as learning tools mirror the knowledge constructed through observation of events or objects in relation to the concepts already known. Different types of computer based concept mapping tools allow various forms of expressions and the versatility of some special tools promote their use from providing course maps for users to adaptations of learners knowledge maps. Modular mind mapping allows a clearer view of more complex structures and details of endless hierarchies can be embedded. The paper illustrates the Coraler mapping tool together with the mind mapping tool developed in Imagine as a modular tool-base in constructing highly structured maps with flexible content and interpretation.
This report presents the newest extending activity idea, a challenge game of the Hungarian Bebras... more This report presents the newest extending activity idea, a challenge game of the Hungarian Bebras initiative. The goal of extension is to create unplugged computational thinking activities based on the Hungarian Bebras competition. The target group of this challenge game is flexible, and it could be used in the motivating phase of CT education, and as a first step in Computer Science education.
Today’s societies place challenging demands on individuals, who are confronted with complexity in... more Today’s societies place challenging demands on individuals, who are confronted with complexity in many parts of their lives. What do these demands imply for key competencies that individuals need to acquire? Defining such competencies can improve assessments of how well prepared young people and adults are for life’s challenges, as well as identify overarching goals for education systems and lifelong learning. Why are competencies so important today? The PISA 2000 results underline the importance of student engagement. PISA found strong relationships between students’ attitudes, learning strategies and performance. In addition to skills related to specific parts of the school curriculum, students need to be equipped with some general competencies to solve life’s challenges. As they progress to adulthood, they need to learn to be able to complete not just pre-rehearsed exercises, but must also be able to solve problems set in unfamiliar situations by thinking flexibly and pragmatically. PISA 2003 therefore made a first-time assessment of students’ problem-solving skills. Findings revealed that just under one in five 15-year-olds in OECD countries are ‘reflective, communicative problem solvers’ able to tackle difficult tasks and also just under one in five students have problem-solving skills that cannot even be classified as ‘basic problem solvers’. What could be the basic problem and what resolution can be sought for? There are several examples in learning theory that suggests promises which need to be revisited. Barr and Tagg [From teaching to learning. Change. November/December pp. 13–25. Retrieved June 15, 2006 from http://critical.tamucc.edu/~blalock/readings/tch2learn.htm, 1995] defined the differences of paradigms in terms of learning theory comparing the notions of ‘teaching’ and that of ‘learning’, obviously expressing preferences to the later for its more in-depth effect on the learner. One of the main learner-centric approaches providing adequate positive results is problem based learning (PBL). This paper revisits the pedagogic theory behind PBL and examines it through a practical case study of a TeaM challenge game [TeaM challenge games: http://kihivas.ini.hu] with respect to its value in teacher education. It will concentrate on issues centred around: Traces of use of higher order thinking skills—according to Bloom’s taxonomy. Pedagogic pre-assumptions (designer’s side): requirements for design and supposed impact of students and teachers. Assignment within teacher training (training side): as the task of setting up such game is performed within Informatics teacher training at ELTE University and games were launched into public education. Pedagogic realities (facilitator’s side): how the teachers at a specific participant school viewed their role, the game, its impact and pedagogic value, its role in fulfilling the National Curriculum and its benefit for students. Indirect impact (staff’s side): how the game has affected the whole staff at school and what impact it had of the attitude of teachers. Results (evaluator’s side): how the game was evaluated in several ways and what new methods it has introduced into public education.
Uploads
Papers by Zsuzsa Pluhár