Informatics Textbooks Research Articles

Modeling objects movement when collising with obstacles in PascalABC.NET language in schoolchildren's project activities

To solve the methodological problem of expanding the content of school informatics textbooks in terms of practical tasks, assignments for project work can be used, which are completed by students individually or in groups. Carrying out project work that involves the application of knowledge from other subject areas contributes to the development of meta-subject skills in students. The use of group work as the main form of performing practical tasks is aimed at achieving personal learning results. The project-activity approach helps to achieve the planned learning outcomes in the section of the informatics course under consideration. The article discusses assignments in the "Beginnings of programming" section of the VIII grade informatics course, which can be offered for students' project activities to create graphical and information models and when conducting a computer experiment. Based on the implementation of gradually more complex examples, students are introduced to project-type tasks — modeling the movement of objects when collising with obstacles. The software implementation of the models is carried out in the PascalABC.NET language.

Critical thinking skills in the Greek lyceum: Their promotion within the first class’s informatics textbook

To solve problems, specific skills are needed. Critical thinking can help develop such skills. It can contribute to improving problem-solving skills, developing communication skills and cultivating decision making skills. Critical thinking is considered to be a key pedagogical goal in education. Education of informatics and critical thinking have a strong relationship since students cannot develop skills related to Informatics if they cannot think critically. Therefore, within the informatics textbooks the cultivation of critical thinking skills should be promoted. The present paper aims to determine to what extent the cultivation of critical thinking skills is promoted in the Informatics textbook of the first class of the Greek lyceum. This textbook contains thematic units referring to hardware-software and applications, programming environments-applications development and communication collaboration and security within Internet. The method that was used is the quantitative content analysis. The present research revealed that within the examined textbook cultivating critical thinking skills is promoted insufficiently, since in the whole text, the cultivation of critical thinking skills is promoted in a small percent of the text it covers. In the examined material, the critical thinking skills whose cultivation is promoted are the interpretation skill, the analysis skill, the evaluation skill, the inference skill and the explanation skill. The interpretation skill is represented by the categorization sub-skill and the clarifying meaning sub-skill. The analysis skill is represented by the examining ideas sub-skill. The evaluation skill is represented by the assessing claims sub-skill. The inference skill is represented by the querying evidence sub-skill, the conjecturing alternatives sub-skill and the drawing conclusions sub-skill. The explanation skill is represented by the stating results sub-skill and the presenting arguments sub-skill. Moreover, it was found that within the examined text, the cultivation of the self-regulation skill is not promoted. The only parts of the examined text in which the cultivation of critical thinking skills is promoted in the largest percentage of the text they cover are the teaching objectives and in the activities.

Informatics comics — a visual presentation of the course of the 7th grade

Today, more and more often, teachers — practitioners and researchers — talk about a decrease in the motivation of schoolchildren for educational activities, including the study of informatics, which is a strategically important educational discipline in the context of the digital transformation of society. As one of the factors in the development of schoolchildren's motivation to study informatics, it is proposed to consider the visual representation of the content of education in textbooks and teaching aids. Based on the analysis of informatics textbooks used in educational organizations at the level of basic general education, it was concluded that all of them have a significant textual component, but are rather modestly illustrated. In addition to the informatics textbook, a comics created by the author is proposed — the content of the informatics textbook for class VII presented in pictures.

Launching a meteorological rocket as an instructive object of computer simulation in the school informatics course

Since the first Russian school textbook on computer science edited by A. P. Ershov and V. M. Monakhov came out in 1985, the subject of “Computer simulation and computer experiment” has been explored through the simulation of physical processes unfolding in time and accessible to direct observation in many textbooks on Informatics. For such processes, the idea of temporal discretization can be introduced visually with the help of the videotaping metaphor. Russian Informatics textbooks examined a small oscillation of a load on a spring, water flowing out of a cubic tank, a fall of a person without a parachute (“delayed jump”) in the atmosphere considering air resistance as well as the flight of a small object thrown by a person disregarding air resistance as physical processes simulated by computer programs. These examples are informative, but they do not contain any unobvious conclusions that cannot be reached without computer simulation. The article suggests a more attractive simulation object for the school Informatics course, namely the process of vertical takeoff of a one-stage rocket delivering scientific equipment to the upper air of the Earth and the adjacent near-Earth space. Such rockets are called meteorological. The proposed computer simulation object is good because computer experiments with a developed model make it possible to obtain new results. These include designing a rocket whose maximum lift height paradoxically grows with an increase in the payload as well as showing that the lift height of one-stage meteorological rockets could be significantly increased if we only learned to stop the rocket engine for a few seconds during acceleration.

Formation of content modules for teaching artificial intelligence in the basic school

Problem and goal. The problem of insufficient substantive provision of training of primary school students in the field of artificial intelligence (AI) is considered. The goal is to identify and describe the basic didactic elements within the content modules, as well as to identify the intrasubject and intersubject connections that are realized in the course of teaching the elements of AI in the main school. Methodology. A set of methods was used: analysis of international experience (USA, China, England, Germany, Israel, Russia); analysis of documents defining requirements for the implementation of basic educational programs; analysis of textbooks; research of ready-made software solutions applicable in the process of teaching the basics of AI to primary school students; reflection of the content of the knowledge gained. Results. The study made it possible to identify learning opportunities in the field of AI for students starting from grade 5, regardless of the availability of teaching hours allocated for compulsory informatics education, due to the variability of general education. An analysis of informatics textbooks for basic school showed that teaching the basics of AI should be implemented taking into account intrasubject connections with informatics. This approach will make it possible to carry out a supporting, expanding or propaedeutic function of teaching AI elements in relation to the main course of informatics. In the process of forming meaningful modules for teaching the elements of AI to primary school students, starting from grade 5, didactic elements were identified, the development of which must be organized taking into account interdisciplinary connections with general education disciplines. The content of educational material in the field of AI should be mastered through the most expedient types of activity in the context of the system-activity approach, which will allow to form personally significant know- ledge and skills of students, to develop their creative abilities. Conclusion. The results of the study made it possible to substantiate the expediency of teaching the elements of AI to primary school students, starting from grade 5. Various options for including in the basic school curriculum issues related to the basics of AI, taking into account the existing experience of teaching schoolchildren in the field of informatics, were identified.

The promotion of cultivating critical thinking skills in Greek Lyceum: a qualitative content analysis of the first-class Informatics textbook

In order to deal with the constantly and rapidly changing conditions of life, a decision-making capacity is needed. Critical thinking can help effectively in this, and that is why it is an ability that modern education seeks to cultivate. In Informatics-related education, critical thinking is essential. Consequently, in Informatics textbooks it is expected that the cultivation of the critical thinking skills will be promoted. This research is aimed to determine whether this is the case in the Informatics textbook of the A-class of the Greek General Lyceum and for this reason, the content of this textbook was examined. The method that has been used is the Content Analysis, which is an established method for analysis of texts in social sciences. The present research has revealed that in the text the promotion of the cultivation of critical thinking skills is insufficient and in such a way that these skills are not treated equally. These findings should be taken into account during educational use of the textbook.

Analysis of Abstraction Contents in Informatics Textbooks of Middle School According to 2015 Revised Curriculum

Analysis of Abstraction Contents in Informatics Textbooks of Middle School According to 2015 Revised Curriculum

2009 개정 교육과정에 근거한 중학교 정보 교과서의 비교 분석

2009 개정 교육과정에 근거한 중학교 정보 교과서의 비교 분석

Use of Informatics Textbooks in School Classroom

Textbooks are an integral part of school classroom teaching. Their use has been researched for the past few decades with a focus on a wide variety of aspects. This paper is focused on the published literature relative to textbooks with a special focus on the pedagogical use of textbooks within school classroom of informatics. Sixty two papers of various topics related to textbooks have been analyzed. The focus was placed on a) identifying the most influential papers related to textbooks where we identified nine key papers; b) prevailing topics in research papers related to informatics’ textbooks where analysis showed that most papers related to textbooks and informatics are focused on textbook content; c) identifying which topics have been researched in other fields related to use of textbooks but have not been so far included in surveys related to informatics subject, where we identified five main categories of topics researched in other fields.

Comparative Study of Informatics Subject Curriculums and Textbooks in Middle School Between Korea and England

In this paper, we propose a comparative study of Informatics subject curriculums and textbooks in middle school between Korea and England because both countries have similar national curriculums about software education which has computational thinking as objectives of education and good-qualified textbooks for teachers and students. we looked through the Informatics and Computing curriculums and textbook of both countries in order to give good reference case to Informatics textbook manufacturer. In addition, we verified the validity of this study through FGI. The results of this study will be a good case study about designing Informatics curriculum and making Informatics textbooks in middle school.

Anderson과 Fuller의 교육목표 분류법을 이용한 고등학교 정보 교과서의 수업 목표 분석

This study has analyzed the learning objectives in 6 Informatics textbooks that were published this year in the basis of 2009 revised curriculum using Anderson’s taxonomy of Educational Objectives that was a revision of Bloom’s taxonomy and Fuller’s taxonomy that was presented for programming activities. Some dimensions of Anderson’s taxonomy, such as conceptual and procedural knowledge, understand and apply in cognitive process are much more used in learning objectives in 6 Informatics textbooks. Interpreting and producing dimensions of taxonomy are well presented to balance in 6 Informatics textbooks by analysis of Fuller’s taxonomy. This results will ∙제1저자 : 최현종 ∙교신저자 : 최현종 ∙투고일 : 2014. 8. 8, 심사일 : 2014. 8. 28, 게재확정일 : 2014. 9. 3. * 서원대학교 컴퓨터교육과(Dept. of Computer Science Education, Seowon University) 186 Journal of The Korea Society of Computer and Information September 2014 be a good case study in research about taxonomy of educational objectives and development of Informatics textbooks. ▸

Results of a Research Evaluating Quality of Computer Science Education

The paper presents the results of an international research on a comparative assessment of the current status of computer science education at the secondary level (ISCED 3A) in Slo- vakia, the Czech Republic, and Belgium. Evaluation was carried out based on 14 specific factors gauging the students' point of view. The authors present qualitative findings from the following nine analyzed factors: the popularity of computer science/informatics as a subject, the potential of using knowledge gained by studying informatics at school in everyday life, the attractiveness and demands of the curriculum content, the clarity and attractiveness of teacher presentation of the sub- ject matter to students, the engagement of tasks solved while studying informatics, the degree of comprehensibility of informatics textbooks, and the usability of knowledge acquired in school for solving practical problems. Based on the results, the authors identify the strengths and weaknesses of computer science education in the observed countries.

중학교 '정보' 교과서 '정보의 표현과 관리' 영역 구성의 탐구적 경향 분석

정보교과에서 정보의 표현과 자료구조에 대한 이해는 컴퓨터과학의 기본원리에 대한 기초단계교육이라 할 수 있다. 그러나 자료구조가 정보교과에서 갖고 있는 교육적 함의나 학생들에게 성찰을 제공하기 위해 어떤 형태로 구성되어야 하는지에 대한 연구는 이루어지지 않았다. 따라서 본 논문은 2007 개정 교육과정을 기초로 제작되어, 2010년부터 사용되고 있는 정보교과서 '정보의 표현과 관리'영역의 탐구적 경향을 분석하였다. Romey 분석법으로 분석한 결과, 본문 분석, 학습자료 분석, 학습활동 분석, 장이나 절에 대한 분석에서 탐구적 경향을 보인 교과서는 1개로 나타났다. 교과서가 지식을 전달하는 데 집중하면, 학생들을 학습에서 소외시킬 수 있다. 특히 정보교과의 경우, IT를 활용한 문제해결에 기저가 되는 교과이므로 학습에서 소외된 학생들은 다양한 문제해결의 과정에서 박탈될 수 있음을 고려해야 한다는 시사점을 제공하였다. Abstract In informatics subject, a good understanding of information representation and the structure of materials is the first step to acquire the basic principles of computer science. But few studies have ever focused on the educational significance of the structure of materials in informatics subject or how to organize materials in a manner to stimulate students to introspect. The purpose of this study was to examine whether the 'information representation and management' sections of informatics textbooks of the revised 2007 curriculum that have been in use since 2010 had an inquiry tendency or not. As a result of analyzing the textbooks by utilizing Romey method, one textbook was found to have an inquiry tendency in terms of texts, figures/diagrams, activities and questions at the end of chapters. If textbooks are just organized to convey knowledge, it might result in making students less interactive in class. Specifically, informatics is a subject to teach basic problem-solving skills by using IT, and the findings of the study suggest that students who get less interactive in class are likely to have less chances to learn about how to solve the given problems in diverse ways.

교과교육과정 조정(Alignment)의 관점에서 본 중학교 ‘정보’교과서의 목표와 평가의 일치도 분석

교육과정 조정에 대한 논의는 교육과정의 목표와 성취도 평가와의 일관성에 관한 것이다. 그리고 학습목표와 평가와의 일치도 분석 등에 대한 논의도 활발히 진행되었다. 일치도는 새롭게 학습목표가 구성된 경우, 평가가 이를 반영하고 있는지에 대한 것을 확인하는 데 유효하다. 이에 본 연구는 2007 개정교육과정을 반영하여 2010년부터 학교현장에서 사용되고 있는 4종의 정보교과서에 제시된 학습목표와 평가의 일치도를 분석하였다. 분석 결과, 정보교과 교육과정해설서에 나타난 목표와 평가 간 기술의 내용은 괴리가 있었으며, 정보교과서에 표기된 학습목표와 평가의 차원 또한 일치도가 50% 미만인 것으로 나타났다. 세부 영역별 목표와 평가의 일치도 분석 결과, 목표와 평가가 일치되는 경우의 수는 각 교과서별로 50%를 넘지 못하였다. 따라서 연구결과를 토대로 교과서의 학습목표와 평가 간 일치도의 향상을 위한 방향성을 제안하였다.

중학교 '정보' 교과 '정보사회와 정보기술' 영역의 탐구적 경향 분석

개정 교육과정에 의한 '정보' 교과의 성격 중 하나는 정보사회의 일원으로서 실천적 태도를 고취시킨다는 것이다. 이에 본 연구는 중학교 '정보'교과의 '정보사회와 정보기술' 영역에 대한 구성이 학습자들의 참여를 독려하고, 실천에 기여할 수 있을 정도로 탐구적인 경향을 나타내는 지를 알아보는 것을 목적으로 하였다. 교과서의 탐구적 경향 분석을 위해 Romey 분석법을 활용하여, 검정 교과서 중 채택율이 높은 4종의 교과서를 분석하였다. 6개의 내용 요소에 대한 분석결과 3개 이상의 요소에서 탐구적 경향을 보인 교과서는, 본문지수 에서는 1개, 활동지수에서는 2개 교과서로 나타났다. 그러나 표나 그림 지수, 평가 지수, 장 끝 지수에서는 탐구적 경향을 보인 교과서가 없었다. 본 연구는 중학교 정보 교과서에 대한 의미 분석을 토대로 탐구적 경향에 대한 정량화를 시도하였고, 특정 페이지에 한정하지 않고 해당 영역 전체를 분석했다는 데 의의가 있다. One of the characteristics of the informatics subject implementing the revised national curriculum is to develop the practical attitude of the student as an active member of information society. The purpose of this study is to examine whether the units 'Information Society and IT' in middle school informatics textbooks reflect inquisitive tendencies to student's practice. After four textbooks that were widely selected by schools were selected from among the authorized textbooks, the sentences of the selected textbooks were analyzed by utilizing Romey's analysis method to see whether there was such an inquisitive tendency in them. As a result of analyzing six content elements of the textbooks, one textbook and two textbooks had an inquisitive tendency in three elements or more in terms of texts and activities index respectively. But there was no inquisitive tendency in the textbooks in terms of figure/diagrams, questions at the end of chapters and chapter synthesis. This study is meaningful in that it attempted to make a quantitative analysis of middle school informatics textbooks and to investigate an inquisitive tendency in the textbooks by analyzing every statement and sentence instead of analyzing just some parts of the textbooks.

An Analysis of Alignment Between Content Topics of Informatics Curriculum Standards and Textbooks

An Analysis of Alignment Between Content Topics of Informatics Curriculum Standards and Textbooks