A Logo-tól az Informatikai Olimpiáig Informatikai Tehetséggondozás a Középiskolában

Abstract

I’m describing a system for teaching talented students, implemented by myself, in Batthyány Lajos Gymnasium, based on and improved using action research and case studies. I. Teaching based on computational thinking is a more effective way to prepare students for their final exam (both at standard and higher levels). The foundation for learning informatics and programming should be computational thinking. Students who take the final exam in 10th grade, at the standard level (taking the final exam earlier is a possibility under Hungarian educational law), perform better than both the national average and their school’s average. After taking the standard level exam, a constantly growing number of students start to learn programming. Their later results, at the higher level of the final exam, are also significantly better than both of the aforementioned averages. II. In lower secondary school, the basics of algorithmic thinking can be taught using LOGO, both in regular classes and study circles; the LOGO language can be effectively used to teach basic computational knowledge for everyone, as well as to teach programming for talented students. In teaching LOGO, a well-structured sequence of materials results in outstanding competition results for the talented, which is an excellent source of motivation for them to continue learning programming. Using LOGO is motivating at both regular school classes and after-school study circles. Those competing in LOGO-contests are later more successful at their (higher level) final exams and at programming contests. III. When teaching programming to talented students, repeating topics in a cyclic pattern, increasing the level of theoretical knowledge and the difficult tasks in each iteration, leads to better comprehension and more thorough learning. Talented students can be motivated by working in a group; the examples set by and the help received from others make preparing for contests more effective. It is a good idea to teach them in one bigger group, regardless of experience, going through topics in said cyclic pattern. The individual students in the group get similar problems of different levels of difficulty, based on their experience. This system results in a measurable increase in the relative number of students competing and being successful at the national Nemes Tihamér Programming Contest and at the national Olympiad (in programming). IV. The quality of preparation for programming contests can be enhanced by participating in well-chosen online contests of the appropriate level of difficulty. Choosing the right online contests requires professional knowledge and expertise. The results achieved by my students at the Hungarian Selection Contests for International Olympiads (IOI and CEOI team selection), and regional and international Olympiads in informatics (IOI, CEOI) is a consequence of regular participation in online contests, as practice. Recommending online contests to competitors at the national level has an observable effect in results at Regional and International Olympiads in Informatics too.