Possibilities of Using Virtual Laboratories in Teaching Computer Science Subjects (original) (raw)

An Experiment in Secondary School Computer Education

IFAC Proceedings Volumes, 1973

The paper describes the project of introducing computer education into secondary schools in the Socialistic Republic of Slovenia {SRS),Yugoslavia. The ultimate goal of the project is the introduction of computer science as a regular subject into secondary schools. Therefore, the project consisted of: the design of the curriculum, the testing of the curriculum in experimental classes, the training of future teachers of computer science and the preparation of the appropriate manuals, text books, and instruction aids.

Twenty years of informatics teaching methods in Slovakia

The article gives summary on ideas and methods used in teacher training programs in Slovakia. We present our national conference which lasts already twenty years, the cognitive process in informatics and one of the practical approaches in didactics of informatics.

The Challenging Face of Informatics Education in Poland

Lecture Notes in Computer Science, 2008

In this paper, a learning and teaching framework is described which is aimed at increasing student interest in studying computer science as a discipline, or at least in better understanding how a computer and its tools work and can be used in solving problems which may occur in different areas. In the beginning of information education in Poland, in the mid 80's, the informatics curricula for schools and teaching were focused on computer science. Then, in the beginning of the 90's, with the growing popularity and wide use of end-user friendly software, the emphasis in education has moved from computer science to information technology, from constructing computer solutions to using ready-made tools, from computer science for some students to information technology for all. We demonstrate here, however, how teaching and earning information technology can be used to enhance algorithmic and computational thinking in solving with computers, problems which arise in various school subjects, learning disciplines and in real life. We strongly believe that the learning methodology presented here, about computer use by students and applying computers and information technology to solving problems, would be a good motivation and preparation for their future decisions to study computing and become computer specialists.

Integration of ICT into education in Slovak Republic

International Journal of Continuing Engineering Education and Lifelong Learning, 2001

We briefly characterize the history and presence of information and communication technologies at schools in Slovak Republic. We explain the reasons and consequences of the strong programming tradition. We characterize the average school hardware equipment and internet connection. We present the conception of informatics education as a separate subject together with new curriculum accepted in 1997. We describe the extensive experiment of informatics education for lower secondary schools. We also identify activities towards the education of the disabled, we characterize the pre-service teacher education at the university level and we present broad spectrum of activities around Comenius Logo (SuperLogo in Western Europe) that has been developed in our country.

Informatics Education: Current State and Perspectives of Development Within the System of Field Didactics in the Czech Republic

International Journal of Information and Communication Technologies in Education, 2015

This study offers an overview of the current state in the field of informatics education in the Czech Republic. The new publication of a monograph focusing on field didactics showed that a complex analysis of the current state and future perspectives of developments in informatics education that has not yet been addressed is needed. This paper presents an overview of development in the discipline from the 1960s, defines the main goals of informatics education in the Czech Republic, namely the contents and methods of ICT and computer science education, the need to revise the content areas in official pedagogical documents, teacher education including training of primary teachers and methodology of research in the field of informatics education. The authors of the paper analyse current trends that have impact on informatics education and also refer to the dynamics of computer science education, gradual shift of computer science to lower school levels and introduction of new computer s...

On the history of computer science, computer engineering, and computer technology development in Slovakia

IEEE Annals of the History of Computing, 1999

The history of computer developments in Czechoslovakia spans the period from the end of World War II until recent times, when the country split into two: the Czech Republic and Slovakia. This is an account of those developments. When the area was one country, the story includes information about the entire national picture, but we have, in this article, put particular emphasis on those events occurring in Slovakia.

Programming in Slovak Primary Schools

Olympiads in Informatics, 2016

In our paper, we want to present the conception of elementary programming in primary Informatics education in Slovakia and the process of its integration into ordinary classrooms. First, we will familiarize the reader with the tradition of so called 'Informatics education' in Slovakia and with the various stages of the process of its integration. We will formulate the learning objectives of the elementary informatics as a school subject in Slovakia (referring to Blaho and Salanci, 2011) and give reasons why we believe that it offers an important opportunity for developing informatics knowledge, computational thinking and problem solving skills. We will primarily focus on the presentation of our arguments why we consider programming (in the form rigorously respecting the age of the primary pupils) to be appropriate and productive constituent of learning already for this age group. Several recent research findings, presented by Ackermann (2012) and others support our position here. In the next chapter, we will present in detail the conception of elementary programming and how it is implemented in the continuing professional development (CPD) of primary teachers in Slovakia. We will examine which programming environments are being used, what kind of pedagogies and which specific learning objectives our teachers apply. We will list programming concepts and identify corresponding cognitive operations, which we find appropriate for primary pupils. Then we will present and analyse the CPD of our in-service teachers (and the position of programming in this process) which we have recently implemented in Slovakia. Another important element of our CPD strategy is the well-known Bebras contest (in Slovakia it is called 'iBobor' or 'Informatics Beaver'). In the next chapter of our paper, we will apply qualitative educational inquiry methods to examine how our conception of elementary programming has really penetrated into primary classes in Slovakia. We are also interested in how it is being received by the teachers and pupils. Through interviews with the teachers we will identify different aspects of the whole process and main risk factors, which may complicate or hinder the implementation. In the final chapter, we will study the tendency to develop informatics and programming at the primary level in the context of various research projects presented in the academic research literature. We will compare various key findings of other research projects with our own experience.

ICVL Project, 10 years. The impact of new technologies in education and research

The article describes the educational and research projects at the University of Bucharest which are two scientific traditions in the fields of e-Learning and educational software and supporting programs FP7, Horizon 2020 and the European Digital Agenda. The following steps are defined achievement: Culture. If in areas like physics, chemistry, etc., many scientific findings are based on scientific experiments, behold, by the aid of computer methods can be powerful and effective tools for testing and demonstrations. For example, I can give the solutions to the following problems: the four colours (1977), combinatorial problem that underlies the backtracking method (method of artificial intelligence); smart chess program (historic defeat of Russian champion Garry Kasparov in front of Deep Blue in May 1997 in New York) defeating the man; the completion code sequences for the human genome, DNA (2005). Obviously there are many situations in mathematics when not in use computer.

School Subject Informatics (Computer Science) in Russia

ACM Transactions on Computing Education, 2014

This article deals with some aspects of studying Informatics in Russian schools. Those aspects are part of the ‘third dimension’ of the Darmstadt model (they are also projected on the other two dimensions of this model) and include evolution of the subject, regulatory norms conforming to the Federal Educational Standards, the learning objectives, the required learning outcomes, and the Unified National Examination in Informatics, which is required for admission to a number of university programs. It is interesting to note that correspondence between requirements for the outcomes of learning Informatics in Russian school and the requirements of K-12 Computer Science Standards (USA) is quite satisfactory. It is noteworthy that the relatively high level of school education in Informatics in Russia is determined by the well-established methodological system with a 30-year history, the subject’s being on the list of core disciplines at school, as well as the existence of a state-sponsore...