The art of programming in a technical institute after the italian secondary school reform
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The Art of Programming in a Technical Institute after the Italian Secondary School Reform. Alberto Barbero Technical Institute "G . Vallauri “, Fossano, Italy Barbara Demo Dip . Informatica, University of Torino, Italy. Summary. What kind of CS in high schools

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The art of programming in a technical institute after the italian secondary school reform

The Art of Programming in a Technical Institute after the Italian Secondary School Reform

Alberto Barbero

TechnicalInstitute"G. Vallauri“, Fossano, Italy

Barbara Demo

Dip. Informatica, UniversityofTorino, Italy

ISSEP 2011 - Bratislava


Summary

Summary

  • Whatkindof CS in high schools

  • Manifesto forInformatics in schools

  • Informaticsas a science

  • What do weteach?

  • High schoolItalianReform: workingwithteachersis a must

  • first yeartechnicalsecondaryschoolstudents:  programming

  • Structuredproblemsolving

  • A proposalusing Scratch

  • ISSEP 2011 - Bratislava


    Manifesto of informatics in schools

    Manifesto ofInformatics in schools

    • Italian Secondary School Reform

    • What CS in high schools

    • Manifesto published in May 2010 by the main Computer Science academic associations in Italy

      • CINI, GII, GRIN

      • threebasicperceptionsofInformatics

        • Pragmatic : Hardware & software toolsto solve everydayproblems

        • Technological: knowinglanguages and systems in ordertoimplement

        • Scientific: Informaticsisalso the science fundinghw and swdevelopmentsof the middle of the XXiethcentury

    ISSEP 2011 - Bratislava


    Reform of italian high schools

    ReformofItalian high schools

    • Opportunitytohave voice in definingcurricula

      • mandatory feeling involved in schools

    • Opportunityto work withteachers

    Activityheredescribed:

    • Spontaneousrequestsbyteachers

    • CooperationwithDscholaanAssociationofschoolsmanytechnicalbutnotonly

    • Otherassociations are interested , museums, …

    ISSEP 2011 - Bratislava


    New curricula

    newcurricula:

    • fromschools bottom up

    • fromacademia top down

    • it’s timefor a large common actionforshapingwhatshallbetaught

      • topupilsofdifferentagelevels

      • in differenttypesofschool

    The pointisexactly:

    what do wehavetoteach?

    ISSEP 2011 - Bratislava


    A proposal for the curriculum of the first year in secondary school

    A proposalfor the curriculum of the first year in SecondarySchool

    • intheReformofItalian Sec. Schoolguidelines:

    • … Introductionto the conceptofalgorithm

    • notunknowntostudents

    • thus the introductive part can go quitequickly

    N. Wirth, Programdevelopmentbystepwiserefinement, CACM, April 1971

    • programming

    • problemsolving

    ISSEP 2011 - Bratislava


    N wirth program development by stepwise refinement cacm april 1971

    N. Wirth, Programdevelopmentbystepwiserefinement, CACM, April 1971

    • “The creative activityofprogramming – tobedistinguishedfromcoding- … Itishereconsideredas a sequenceof design decisionsconcerning the decompositionoftasksintosubtasks and ofdata into data structures.

    • Scratch

    • Arduino and S4A

    • programming

    • problemsolving

    ISSEP 2011 - Bratislava


    Some examples think a number game

    Some examples: think a number game

    • Think a number

    • Add 1

    • Multiplyby 3

    • ……..

    • Tell me the numberyoufinishedwith

    • Now I can tellyou the numberyouthought at the beginning

    Work withmathsteachers

    (x + 1) *3 – x – 2 … = a

    x = (a – 1) / 2

    ISSEP 2011 - Bratislava


    Think a number game

    Think a number game

    ISSEP 2011 - Bratislava


    Calculator

    Calculator

    ISSEP 2011 - Bratislava


    High low guess a number

    High-low-guess-a-number

    • Think a numberbetween 1 and 999

    • I willguessyournumberwithlessquestionsthanmanyhumans

    • Introducingtimecomplexity

    • ……..

    • …………

    • In general: introducingtopropertiesofalgorithms

    ISSEP 2011 - Bratislava


    High low guess a number1

    High-low-guess-a-number

    ISSEP 2011 - Bratislava


    What informatics in high schools

    WhatInformatics in high schools?

    • Programming and problem solving but not only from a technical point of view such as learn coding, also algorithms properties and systems organisation

    • Interactions with philosophy and history of science particularly in school types where these disciplines are present, for example in “Licei”, but also, in a softer form, in the other school types

    • Help from CS in proposing original ways for thinking to traditional concepts from other disciplines

      • Informaticsto look at some mathematicalconceptsfrom a differentperspective

      • Informatics and language

    ISSEP 2011 - Bratislava


    Papers by the group

    Papersby the “group”:

    • Alsowrittenwithteachers

      • A Contribution to the Discussion on Informatics and Robotics in Secondary Schools, sameauthors & F. Vaschetto, Robotics in Education, IEEE Conf., Wien, September 2011

    • B. Demo & all., In and Out of the School Activities Implementing IBSE and Constructionist Learning Methodologies By Robotics, Chapter in “Robots in K-12 Education”, February, 2012

    • E. Giovannetti, Whatkindof CS in secondaryschools, Conf. DIDAMATICA, Workshop “Informatics in SecondarySchools”, Torino, May 2011.

    ISSEP 2011 - Bratislava


    The art of programming in a technical institute after the italian secondary school reform

    Manythanksforyourattention

    pleasewriteyourcommentsto

    [email protected]

    [email protected]

    ISSEP 2011 - Bratislava


    The art of programming in a technical institute after the italian secondary school reform

    • Teorema di Böhm-Jacopini: Qualsiasi algoritmo può essere trasformato in un algoritmo equivalente composto soltanto di combinazioni di sequenze, selezioni e iterazioni. Chiameremo ben strutturato un algoritmo composto di sole "strutture fondamentali". Sequenza: è la forma più semplice di procedura per strutturare un algoritmo e consiste in una serie di istruzioni una dietro l'altra che la macchina dovrà eseguire in fila. Selezione: struttura algoritmica, che inizia con la verifica di una condizione logica C, cioè di una affermazione che può essere soltanto vera o falsa, che continua con una sequenza di azioni A, se la condizione C è verificata, o altrimenti continua con la sequenza di azioni B, e in entrambi i casi si riconduce, poi, a una continuazione unica. Iterazione: programma in cui la procedura ripete il ciclo fin quando sussistono le condizioni per la ripetizione, mentre nel caso opposto si esce dalla struttura ripetitiva.

    • Fonti:Mauro La Torre; "Principi di informatica ", 1994, La Nuova Italia Editrice

    ISSEP 2011 - Bratislava


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