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Statements

Subject Item
n2:RIV%2F00216208%3A11320%2F12%3A10132114%21RIV14-MSM-11320___
rdf:type
n8:Vysledek skos:Concept
dcterms:description
Computing science is not a part of standard grammar school (secondary) education in the Czech Republic. As a part of an effort to change this, we have developed an introductory computing science course. It consists of multiple month long modules. The first mod- ule deals with the notion of information. Students are ex- pected to understand it sufficiently for comparing informa- tional gain of statements or questions. Along with binary numeral system, they are expected to understand the re- lation between data length and the amount of information stored. In this paper we describe the module itself and present the results from the first run of experimental teaching. The aim was to find out the limits of such topic on grammar schools and suitability of chosen teaching methods. It turned out that no matter how abstract is the term information itself, students are capable of acquiring it deep enough so that it would be beneficial for them. Computing science is not a part of standard grammar school (secondary) education in the Czech Republic. As a part of an effort to change this, we have developed an introductory computing science course. It consists of multiple month long modules. The first mod- ule deals with the notion of information. Students are ex- pected to understand it sufficiently for comparing informa- tional gain of statements or questions. Along with binary numeral system, they are expected to understand the re- lation between data length and the amount of information stored. In this paper we describe the module itself and present the results from the first run of experimental teaching. The aim was to find out the limits of such topic on grammar schools and suitability of chosen teaching methods. It turned out that no matter how abstract is the term information itself, students are capable of acquiring it deep enough so that it would be beneficial for them.
dcterms:title
Information Theory on Czech Grammar Schools: First Findings Information Theory on Czech Grammar Schools: First Findings
skos:prefLabel
Information Theory on Czech Grammar Schools: First Findings Information Theory on Czech Grammar Schools: First Findings
skos:notation
RIV/00216208:11320/12:10132114!RIV14-MSM-11320___
n8:predkladatel
n11:orjk%3A11320
n3:aktivita
n6:V
n3:aktivity
V
n3:dodaniDat
n10:2014
n3:domaciTvurceVysledku
n22:2840618
n3:druhVysledku
n13:D
n3:duvernostUdaju
n20:S
n3:entitaPredkladatele
n19:predkladatel
n3:idSjednocenehoVysledku
141812
n3:idVysledku
RIV/00216208:11320/12:10132114
n3:jazykVysledku
n9:eng
n3:klicovaSlova
information theory; mandatory foundations; Secondary education
n3:klicoveSlovo
n4:information%20theory n4:mandatory%20foundations n4:Secondary%20education
n3:kontrolniKodProRIV
[2379621AA044]
n3:mistoKonaniAkce
Hamburg
n3:mistoVydani
New York, NY, USA
n3:nazevZdroje
Proceeding WiPSCE '12 Proceedings of the 7th Workshop in Primary and Secondary Computing Education
n3:obor
n21:AM
n3:pocetDomacichTvurcuVysledku
1
n3:pocetTvurcuVysledku
1
n3:rokUplatneniVysledku
n10:2012
n3:tvurceVysledku
Lessner, Daniel
n3:typAkce
n18:WRD
n3:zahajeniAkce
2012-11-08+01:00
s:numberOfPages
4
n5:doi
10.1145/2481449.2481480
n15:hasPublisher
ACM
n14:isbn
978-1-4503-1787-0
n17:organizacniJednotka
11320