Overview

This book constitutes the proceedings of the 17th International Conference on Informatics in Schools: Situation, Evolution and Perspectives, ISSEP 2024, held in Budapest, Hungary, during October 28–30, 2024. The 14 full papers presented were carefully reviewed and selected from 42 submissions. The papers cover the following topics: curricula and computer science concepts; problem solving, algorithms and programming; teacher’s perspective.

Full Product Details

Author:   Zsuzsa Pluhár ,  Bence Gaál
Publisher:   Springer International Publishing AG
Imprint:   Springer International Publishing AG
Edition:   2025 ed.
Volume:   15228
ISBN:  

9783031734731

ISBN 10:   3031734734
Pages:   195
Publication Date:   19 November 2024
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Forthcoming
Availability:   Not yet available  
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Table of Contents

.- Curricula and Computer Science Concepts. .- Secondary Teachers' Self-Perceived AI Competences in Relation to Renowned European Digital Competence Frameworks. .- Effect of New Computing Curriculum: Results from Incoming High School Freshmen. .- K-8 Digital Literacy Curriculum in the Netherlands. .- Implementing informatics core curriculum in early school education in Poland. .- Problem Solving, Algorithms and Programming. .- Mastering Control Structures in Secondary Education: Student Observations and Descriptions of Program Logic. .- From Guesswork to Game Plan: Exploring Problem-Solving-Strategies in a Machine Learning Game. .- A Learning Environment to Promote the Computational Thinker: A Bebras Perspective Evaluation. .- Programming tasks in the Bebras Challenge: Are they a good idea in terms of the contestants' workload?. .- Teaching task specification efficiently in introductory programming courses in higher education. .- Teacher’s Perspective. .- A Glimpse Into Primary and Secondary Teachers’ Knowledge to Teach Informatics. .- Exploring transformative professional development within K-12 computing education. .- Teachers’ motivation to engage with students in a computer science and computational thinking challenge: Does motivation conform to a 'one-size-fits-all' model?. .- Analyzing teachers' diagnostic and intervention processes in debugging using video vignettes. .- Role-playing of Misconceptions in Teacher Training: Enhancing Preservice Teachers' Understanding of Students' Programming Processes.

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