This book constitutes the refereed proceedings of the 6th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013, held in Oldenburg, Germany, in February/March 2013. The 15 full papers included in this volume were carefully reviewed and selected from 48 submissions; in addition the book contains two keynote talks in full-paper length. The contributions are organized in topical sections named: from computer usage to computational thinking; algorithmic and computational thinking; games; informatics in the context of other disciplines; and competence-based learning and retention of competencies.
Inhaltsverzeichnis
The Darmstadt Model: A First Step towards a Research Framework for Computer Science Education in Schools. - Computer Science in Secondary Schools in the UK: Ways to Empower Teachers. - From Computer Usage to Computational Thinking Informatics in the French Secondary Curricula: Recent Moves and Perspectives. - Informatics for All High School Students: A Computational Thinking Approach. - Novice Difficulties with Interleaved Pattern Composition. - Blind Pupils Begin to Solve Algorithmic Problems. - Location-Based Games in Informatics Education. - Using Computer Games as Programming Assignments for University Students and Secondary School Pupils. - Informatics in the Context of Other Disciplines The Context-Based Approach IniK in Light of Situated and Constructive Learning Theories. - Archaeology of Information in the Primary School. - The Contribution of Computer Science to Learning Computational Physics. - Computer Modeling with Delphi: Constructionism and IBL in Practice and Motivation for Studying STEM. - Learning Fields in Vocational IT Education How Teachers Interpret the Concept. - Competence Measurement and Informatics Standards in Secondary Education. - On Competence-Based Learning and Neuroscience. - Categorization of Pictures in Tasks of the Bebras Contest. - Research-Based Learning Revisited: On Using a Delphi Process in Informatics Teacher Education.
