Informatics in Education

This paper presents research findings on primary school students’ awareness of the ethical aspects of using artificial intelligence (AI) tools for homework. The study used a self-constructed online questionnaire administered to 301 primary school students from grades five to eight attending two primary schools in Northwestern Croatia. The results show that 57.8% of students already use AI tools to complete their homework. Students in higher grades use it more often than those in lower grades. A significant Spearman correlation exists between respondents’ daily time spent on social media and the use of AI tools (r = 0.34, p < .001). Only 36.5% of students in the sample believe it is unacceptable to copy AI-generated answers when completing their homework. The results underscore the need to integrate AI education into the primary school informatics curriculum in the Republic of Croatia, including introducing content that addresses the ethical aspects of using AI tools.

The first books in Polish about the Pascal programming language appeared in the late 1970s, and were soon followed by a Polish translation of Niklaus Wirth’s book Algorithms + Data Structures = Programs. At that time, many efforts were made to prepare teachers to teach informatics in schools, and Pascal was one of the topics taught, often with no access to computers.

The work of Niklaus Wirth, designer of the Pascal programming language, has led to the introduction of programming in schools in many countries often leading to a transformation in the way of thinking. In this article, we provide a retrospective analysis of the Lithuanian experience driven by Pascal and discuss the main ideas about teaching programming originating from this experience. We conducted a qualitative study by means of interviews with experts involved in the development of programming education during its early phases to examine their memories and perspectives.

Computing as a discipline has common roots with mathematics and written languages, and computing as a way of thinking and handling has been integral to human culture since ever. This is not only a reasonable argument for convincing society to consider informatics as one of the very fundamental pillars of education, but it also puts the potential contributions of teaching informatics in schools into the correct perspective in the context of science and humanities. Many European countries are switching from teaching information technologies to informatics education during the current second decade of this century. Informatics curriculum is becoming a central part of school education. We explain and design a way of developing informatics curriculum that offer the critical competences new generations need to survive and thrive in todays’ knowledge society and will allow them to contribute to the future development of society. These competences also strongly support the development of their intellectual potential and creativity. Our design of informatics curriculum takes into account the interaction with other scientific disciplines as well with the subject didactics, pedagogy and psychology. The starting point is merging constructionism and critical thinking. Constructionism with its “learning by doing” and “learning by getting things to work” enables designing a teaching process in which students acquire knowledge by creating products, analysing the properties and the functionality of their own products, and finally derive motivation to improve these products. Critical thinking asks us not to teach products of science and technology and their application, but to teach the creative process of their development. To implement this approach, we use the historical method allowing the students to learn by productive failures in the process of searching for a solution. To organize the process of learning and make the different steps available to the appropriate age groups we take into account the cognitive dimensions of the revised taxonomy of Bloom. To illustrate how the combination of all these concepts works we present a detailed curriculum for algorithm design, programming, robotics, and communication in networks.

The aim of the article is to determine in the studied groups the multiple intelligence distribution defined in the 1980s by Howard Gardner. The research was conducted in three groups of respondents. The first study group was first-year students of computer science, the second was master (2nd degree) students, educationally 4 years older than the first group. Their intelligence distributions were compared with the intelligence distributions of the third group – graduates of the same university, the same field of study after several years of work in positions consistent with their education. Participants filled one of the multiple intelligence tests selected by answering 24 questions. A group of approximately 110 students and approximately 40 IT employees were examined. As there were statistically justified differences in several significant sub intelligences, a discussion was held on the forms of educational impact on student development paths. The research was carried out in conditions of full voluntary participation in the test and on the basis of self-assessment according to questions suggested in one of the online sources. According to the authors, the results seem interesting, although surprising.

eLearning is fast progressing scientific field proposing novel and specific approaches in a range of domains. It is well established practice in universities, schools and organizations for delivering interactive, adaptive and flexible training, taking advantage of contemporary and emerging technologies. Informatics is a continuously evolving science presenting its theoretical and practical advances applicable in various research areas, including in eLearning. The paper presents an exploration focused on the symbiotic connection between Informatics and eLearning that leads to contemporary and innovative solutions, facilitating and automating a wide variety of activities at information processing. The term eLearning Informatics is conceptualized and explained as a scientific field outlining the current research achievements and further directions for development. The applied research methodology is based on outlining the main vision in the domain eLearning Informatics through utilization of bibliometric approach and construction of bibliometric networks as well as on detailed examination of topic-related scientific papers.

This study investigated the role of using unplugged computing activities on developing computational thinking (CT) skills of 6th-grade students. The unplugged computing classroom activities were based on the Bebras challenge, an international contest that aims to promote CT and informatics among school students of all ages. Participants of the study were fifty-three 6th-grade students from two public middle schools in Istanbul. The unplugged computing activities involved the tasks with three different difficulty levels covering the CT processes found to be common in CT definitions in the literature. To evaluate students’ CT skills, two equivalent tests were constructed from Bebras tasks considering the same parameters (difficulty levels and CT processes). The results showed that students’ post-test scores were significantly higher than their pre-test scores. There were not any significant differences between students’ scores in terms of gender, and there was no interaction effect between students’ CT scores and their gender.

The paper focuses on the parallels, which are rooted in the simultaneous development of mathematics and informatics. Both mathematics and informatics are based on problem-solving. However, the approaches to determining problems, solution techniques and interpretation of results are different. The paper shows different approaches of mathematics and informatics for solving a simple problem from the informatics competition. It was presented for students, who would be future informatics teachers, and it has become the beginning of the discovery of unexpected relationships and rules' chain, the source of successive tasks, and various methods of their solution. The paper brings the results of the constructivist teaching of students in the form of a fictional interview of mathematician and informatician. Fictional cooperation of a mathematician and an informatician in analysing and solving problems will allow for a detailed analysis and comparison of both fields, which will lead to determining both common and different elements.

These days ICT has penetrated into almost all sectors of the economy and society of Mongolia. More and more effort and attention is being paid to integrating ICT into the education sector. The current education reforms have a big component related to ICT, which includes the development of a Master plan for ICT in the Education sector, addressing the issues of ICT policy, infrastructure, hardware, software, human resource development and capacity building, content development etc. This paper describes the current state of ICT in general education in Mongolia. The paper also tries to address strengths, weaknesses, opportunities, and threats in ICT education.

Information and communications technologies today are used in virtually any university course when students prepare their papers. ICT is also needed after people are graduated from university and enter the job market. This author is an instructor in the field of informatics related to health care and social sciences at the Riga Stradins University. In practice, he has found that after completing informatics courses (IC) at the university level, students and practicing specialists at various levels find it hard to decide on what data processing method to use in order to interpret extracted results in the relevant area of specialisation. There are various data processing methods in the literature, presented individually and without adequate linkages. The author has found in practice that when such assignments are handled, there is closer linkage among data processing methods than the literature would suggest.