Programming Versus Programming Versus Application Application

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Abonyi-Tóth, Andor Abonyi-Tóth, Andor

Szlávi, Péter – Zsakó, László Szlávi, Péter – Zsakó, László

L L orand Eötvös University, Faculty of orand Eötvös University, Faculty of Informatics, Department of Teacher’s Informatics, Department of Teacher’s

Training in Computer Science Training in Computer Science

Budapest, Hungary Budapest, Hungary

abonyita@inf.elte.hu abonyita@inf.elte.hu szlavi@ludens.elte.hu

szlavi@ludens.elte.hu, , zsako@ludens.elte.hu zsako@ludens.elte.hu

Programming Versus Programming Versus

Application

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Abonyi-Tóth,Szlávi,Zsakó: Programming Vs. Application

Abonyi-Tóth,Szlávi,Zsakó: Programming Vs. Application 22 ELTE

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Table of Contents Table of Contents

1 Introduction 1 Introduction

2 The Delusions of Informatics 2 The Delusions of Informatics

Education Education

3 Why Do You Need Both?

4 Fields of Informatics 4 Fields of Informatics

5 Informatics at School 5 Informatics at School

6 Conclusion 6 Conclusion

 

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1 Introduction 1 Introduction

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1 Introduction 1 Introduction

Some fundamental issues in Some fundamental issues in

teaching informatics:

 Informatics as a school subject in Informatics as a school subject in some country:

some country: is is there or not there or not ? ?

our position: there be!

 W W hich age groups are to learn it hich age groups are to learn it ? ?

our position: in each year of primary our position: in each year of primary

and secondary education and secondary education ! !

 T T he problem of programming and he problem of programming and application; only one or both?

application; only one or both?

hear soon!

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1 Introduction

1 Introduction (continuation) (continuation)

The questions to be studied in The questions to be studied in

our presentation are our presentation are

 Why need to teaching Why need to teaching

programming (Pr) and/or programming (Pr) and/or application (App)?

application (App)?

 What are the goals of Pr and App What are the goals of Pr and App skills?

skills?

 What contents should belong to What contents should belong to Pr and App skills?

Pr and App skills?

 What knowledge and skills are in What knowledge and skills are in output at different ages?

output at different ages?

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2 The Delusions of

Informatics Education

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2 The Delusions of Informatics 2 The Delusions of Informatics

Education Education

Informatics

Informatics = being able to use = being able to use computers properly

computers properly

 

Not part of Informatics:

 the development of abilities the development of abilities

 the improvement of problem the improvement of problem solving skills

solving skills

 t t he practice of problem solving he practice of problem solving activities…

activities…

Informatics education = Informatics education =

= = teaching uses only teaching uses only

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2 The Delusions of Informatics 2 The Delusions of Informatics

Education Education

In supporters’ opinion:

“ “ only few students will only few students will become programmers

become programmers   to to teach Pr is unnecessary”

teach Pr is unnecessary”

Informatics education = Informatics education =

= = teaching uses only teaching uses only

This is This is nonsence!

nonsence!

(continuation)

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2 The Delusions of Informatics 2 The Delusions of Informatics

Education Education

This is nonsence This is nonsence ! !

Informatics education = Informatics education =

= = teaching uses only teaching uses only

 Why do we teach mathematics: do we want everybody to become a mathematician?

 If only a small number of students become a historian, why to teach history?

Our world is full of algorithms:

we we always do algorithms in our always do algorithms in our everyday

everyday life, daily work or life, daily work or while studying

while studying . .

Why? Why?

(continuation)

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2 The Delusions of Informatics 2 The Delusions of Informatics

Education Education

“ “ There is no need for a new form of There is no need for a new form of computer literacy

computer literacy , informatics does , informatics does not change our everyday life…”

not change our everyday life…”

Informatics education = Informatics education =

= teaching programming only

This is not This is not

true!

(continuation)

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2 The Delusions of Informatics 2 The Delusions of Informatics

Education Education

This not true!

Informatics education = Informatics education =

= teaching programming only

Why? Why?

It is a well-known fact It is a well-known fact : :

beyond a certain extent of complexity beyond a certain extent of complexity

 

frontal recognition

frontal recognition + + problem solving problem solving techniques become

techniques become difficult difficult , the process of , the process of acquisition

acquisition slows down slows down

 

it requires

it requires an extent of an extent of abstraction skills abstraction skills and and notion recognition notion recognition to understand the to understand the

logic

logic of the system of the system

( ( that can be developed much that can be developed much slower alone than slower alone than in in a well-constructed

a well-constructed learning process learning process ) ) . .

(continuation)

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3 Why Do You Need Both? 3 Why Do You Need Both?

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3 Why Do You Need Both?

Only those

Only those can make can make good use of the the opportunities

opportunities of the new information of society that that regularly use these tools . .

Solving App task Solving App task

They are fairly sophisticated They are fairly sophisticated

 

the stress is the stress is

 not not on their on their routine routine use but use but

 on the on the knowledge knowledge of the of the

opportunities they offer and their opportunities they offer and their

creative use.

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3 Why Do You Need Both?

In school as well as in your In school as well as in your

everyday life

everyday life you keep performing you keep performing algorithms

algorithms when when

 filling in data structures filling in data structures : :

 questionnaires, questionnaires,

 forms forms , ,

 designing designing

 action sequences, action sequences,

 information-flow processes. information-flow processes.

Algorithmization, data modelling Algorithmization, data modelling

This world

This world cannot be fully cannot be fully understood by those who

understood by those who are not are not aware of the basics of these

aware of the basics of these actions.

actions.

(continuation)

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4 Fields of Informatics 4 Fields of Informatics

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4 Fields of Informatics 4 Fields of Informatics

This scope of knowledge This scope of knowledge

emphasizes

emphasizes computer application computer application : :

Solving App tasks Solving App tasks

 the point of the point of view of the view of the problem

problem

 the question is the question is whether whether general program

general program can be used can be used for problem solving or not

for problem solving or not

(rather than the way how it can be (rather than the way how it can be

used)

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4 Fields of Informatics 4 Fields of Informatics

Important

Important areas : : Solving App tasks Solving App tasks

 word processing: compilation of text

documents, publications in traditional and electronic form ;

 constructing graphic images and objects:

constructing and processing diagrams, graphic figures, photos ;

 spread sheeting: arranging data in a table, making calculations ;

 database management: storing, arranging, grouping data, making reports ;

 presentation: making presentations, electronic notice boards, billboards ;

 multimedia design: designing video and audio files, animation .

(continuation)

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4 Fields of Informatics 4 Fields of Informatics

We learn to understand the

We learn to understand the world world around us with the help of

around us with the help of models models . . Programming

Programming can be a useful way of can be a useful way of

 developing developing modelling modelling ability and ability and

 making students making students think logically think logically . .

Algorithmization, data modelling Algorithmization, data modelling

(continuation)

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4 Fields of Informatics 4 Fields of Informatics

Algorithmization

Algorithmization   computer- computer- assisted execution.

assisted execution.

In general

In general the person who the person who

created the algorithm perform created the algorithm perform it it in his mind in his mind as well as well . .

Algorithmization, data modelling Algorithmization, data modelling

Teaching data structures and Teaching data structures and

algorithms cannot be separated.

The aim

The aim of the application of the computer of the application of the computer

is to create

is to create output data from the output data from the input data

input data with the help of programs with the help of programs . .

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4 Fields of Informatics 4 Fields of Informatics

The basis of computer-assisted The basis of computer-assisted

problem solving is algorithm problem solving is algorithm

elaboration and not coding elaboration and not coding . .

Teaching a programming language Teaching a programming language

should not be the primary aim in should not be the primary aim in

studying programming studying programming . .

Algorithmization, data modelling Algorithmization, data modelling

The The computer-assisted computer-assisted problem problem solving as

solving as tool improvement tool improvement , ,

where the problem solving tool where the problem solving tool ( ( ^the ^the ^program ^program ) should be created ) should be created . .

(continuation)

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5 Informatics at School 5 Informatics at School

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5 Informatics at School 5 Informatics at School

The main goal is

The main goal is making making friends with computers friends with computers . .

Solving App tasks – in Years 1 to 4 Solving App tasks – in Years 1 to 4

 

 playful programs and tasks playful programs and tasks

 image and music image and music editing editing

 stamping stamping programs programs (similar to (similar to children's real rubber

children's real rubber stamps) stamps)

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5 Informatics at School 5 Informatics at School

Drawing Drawing

= fusing simple line drawings and

= fusing simple line drawings and patches

patches (colours and textures) (colours and textures) . . Music

Music

= playing, editing/writing then

= playing, editing/writing then music

music

Music+drawing+some Music+drawing+some

text+animation text+animation

= simple multimedia

Solving App tasks – in Years 1 to 4 Solving App tasks – in Years 1 to 4

(continuation)

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5 Informatics at School 5 Informatics at School

Pupils must be able

 to formulate algorithms formulate algorithms and

 to execute simple everyday execute simple everyday algorithms

algorithms (morning routine, crossing a street etc.)

Algorithmization, data modelling Algorithmization, data modelling

– in Years 1 to 4 – in Years 1 to 4

realising realising

 data types data types (numbers, text, others) (numbers, text, others) , ,

 the directions the directions , ,

 the measurability of distances the measurability of distances , ,

 that the data can be sorted that the data can be sorted . .

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5 Informatics at School 5 Informatics at School

The scope of application possibilities application possibilities widens

widens.

Mainly drawings drawings: figures accompanied with a little text; for example :

Solving App tasks – in Years

Solving App tasks – in Years 5 5 to to 6 6

(continuation) (continuation)

 invitation cards to birthday parties …,

 greeting cards,

 school and class badges,

 various kinds of posters etc.

Compared to the previous age group:

a bit more text in the documents created.

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Pupils must be able

 to formulate formulate precise precise algorithms and algorithms

 to design design simple everyday algorithms simple everyday algorithms

(morning routine, crossing a street etc.).

Algorithmization, data modelling Algorithmization, data modelling

– in Years

– in Years 5 5 to to 6 6

(continuation)

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They should realise realise that you use three

three types types of elements when of elements constructing an algorithm:

Algorithmization, data modelling Algorithmization, data modelling

– in Years

– in Years 5 5 to to 6 6

 each of the atomic steps must each be executed ( in the given order ),

 one of the atomic steps should one be chosen and then executed,

 the atomic step should be executed iteratively iteratively.

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The philosophy does

The philosophy does not differ not differ greatly from those descripted greatly from those descripted

above.

above. (less teachers’ guidance)

Tasks related to their school and Tasks related to their school and home life like creating, printing, home life like creating, printing,

storing and correcting

storing and correcting documents documents and tables and tables ( in accordance with the interests of this age group ).

Solving App tasks – in Years

Solving App tasks – in Years 7 7 to to 8 8

(continuation)

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The stress The stress is laid upon is laid upon text documents text documents + +

 figures, figures,

 tables. tables.

Solving App tasks – in Years

Solving App tasks – in Years 7 7 to to 8 8

(continuation) (continuation)

T T ask ask s: s: preparing preparing

 a school newsletter,

 schedules of a summer camp,

 timetables,

 business cards,

 invitations to school competitions, their schedule and results etc.

aesthetics aesthetics

typography

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Table

Table – within a text file… within a text file…

Searching

Searching – in public computer – in public computer information systems

information systems ( task banks, cultural programmes etc. )…

Electronic noticeboard

Electronic noticeboard /slide slide show – show relying on text and relying on text and

graphic documents…

Solving App tasks – in Years

Solving App tasks – in Years 7 7 to to 8 8

(continuation)

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Pupils must be able tell apart tell apart

 scalar ( scalar number, character etc. ) and

 compound data ( compound data array, table, text etc. )

Algorithmization, data modelling Algorithmization, data modelling

– in Years

– in Years 7 7 to to 8 8

(continuation) (continuation)

T T hey must be able to hey must be able to

 consciously apply consciously apply the the principle of

principle of refinement step by refinement step by step step . .

 to independently formulate to independently formulate , name , name , , parameter sub-algorithms

parameter sub-algorithms and use and use them them in in constructing algorithms constructing algorithms . .

algorithmization

data modelling

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Playfullness is diminishing

Playfullness is diminishing giving giving way to “reality”

way to “reality”

Majority of the

Majority of the written materials written materials are texts

are texts ⁽ letters, essays etc. )

Tables

Tables and diagrams diagrams ⁽ based on them ):

computation and plotting of computation and plotting of

statistic data and evaluation of statistic data and evaluation of

( physical and chemical ) measurements measurements

( with spreadsheets )…

 Databases Databases related to everyday life related to everyday life

( telephone directory etc. )

Solving App tasks – in Years

Solving App tasks – in Years 9 9 to to 10 10

(continuation)

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Understanding and systematic use Understanding and systematic use

of

 atomic atomic and compound compound data data, files…

 task types… task types

 the tools of algorithmic the tools of algorithmic abstraction

abstraction ( procedures and functions ) Students must

Students must understand understand that that a a program is a product program is a product … …

Algorithmization, data modelling Algorithmization, data modelling

– in Years

– in Years 9 9 to to 10 10

(continuation)

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Application programs

Application programs that best that best suit the profile of the given

suit the profile of the given education institution

education institution . . Tasks

Tasks: drawing drawing , image editing image editing and image processing image processing ( ^{at a}

higher level, relying on the more serious mathematical knowledge ) Making

Making presentations presentations

Solving App tasks – in Years 11 to 12 Solving App tasks – in Years 11 to 12

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Atomic

Atomic and compound data compound data , file file management

management , relational data relational data structures

structures ( at a higher level).

Basic algorithms

Basic algorithms for task types. for task types.

Recursion

Recursion in the world of tasks, in the world of tasks, data and algorithms.

data and algorithms.

Algorithm

Algorithm designing designing techniques techniques . . Algorithmization, data modelling Algorithmization, data modelling

– in Years

– in Years 11 11 to to 12 12

(continuation)

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6 Conclusion 6 Conclusion

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6 Conclusion 6 Conclusion

We surveyed the fields of application We surveyed the fields of application

based

based ICT ICT and programming and programming instruction

instruction in in parallel parallel … …

We believe that in an informatics for We believe that in an informatics for

everyone the proportion of everyone the proportion of

knowledge about algorithmization knowledge about algorithmization

should be at least a third and at should be at least a third and at most half of the time devoted to most half of the time devoted to

teaching.

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