Advertisement

Informatics and Computational Thinking: A Teacher Professional Development Proposal Based on Social-Constructivism

  • Carlo Bellettini
  • Violetta Lonati
  • Dario Malchiodi
  • Mattia Monga
  • Anna Morpurgo
Conference paper
Part of the Lecture Notes in Computer Science book series (LNCS, volume 11169)

Abstract

Teaching informatics with a socio-constructivist approach is the theme of the Professional Development (PD) proposal for teachers we present in this paper. This proposal is built upon the expertise we developed in the last few years by designing and delivering enrichment activities to school students, where constructivist strategies are used to let students discover informatics as a scientific discipline, and to promote computational thinking skills and problem solving competences. Starting from the analysis of teachers’ training needs, we structured the proposal into different units. We highlight their goals and contents, and illustrate some of the proposed activities. We held some training sessions to test our proposal; we report our findings and the feedback from the participants who amount to a total of ninety-five in-service and prospective teachers.

Keywords

Computer science/Informatics education Teachers professional development Costructivism Computational thinking 

References

  1. 1.
    Bell, T., Alexander, J., Freeman, I., Grimley, M.: Computer science unplugged: school students doing real computing without computers. New Zealand J. Appl. Comput. Inf. Technol. 13(1), 20–29 (2009)Google Scholar
  2. 2.
    Bellettini, C., Lonati, V., Malchiodi, D., Monga, M., Morpurgo, A., Pedersini, F.: E questo tutti chiamano informatica. L’esperienza dei TFA nelle discipline informatiche, Collana Manuali, vol. 14, chap. La formazione degli insegnanti della classe 42/A – Informatica: l’esperienza dell’Università degli Studi di Milano, pp. 53–76. Sapienza Università Editrice (2015), http://www.editricesapienza.it/sites/default/files/5281_QuestoTuttiChiamanoInformatica.pdf
  3. 3.
    Bellettini, C., et al.: Extracurricular activities for improving the perception of informatics in secondary schools. In: Gülbahar, Y., Karataş, E. (eds.) ISSEP 2014. LNCS, vol. 8730, pp. 161–172. Springer, Cham (2014).  https://doi.org/10.1007/978-3-319-09958-3_15CrossRefGoogle Scholar
  4. 4.
    Bellettini, C., Lonati, V., Malchiodi, D., Monga, M., Morpurgo, A., Torelli, M.: What you see is what you have in mind: constructing mental models for formatted text processing. In: Proceedings of ISSEP 2013, pp. 139–147 (2013)Google Scholar
  5. 5.
    Bellettini, C., et al.: Informatics education in Italian secondary school. ACM Trans. Comput. Educ. 14(2), 15:1–15:6 (2014).  https://doi.org/10.1145/2602490CrossRefGoogle Scholar
  6. 6.
    Bellettini, C., Monga, M., Lonati, V., Morpurgo, A., Malchiodi, D., Torelli, M.: Exploring the processing of formatted texts by a kynesthetic approach. In: Proceedings of WiPSCE 2012, pp. 143–144. ACM (2012).  https://doi.org/10.1145/2481449.2481484
  7. 7.
    Ben-Ari, M.: Constructivism in computer science education. ACM SIGCSE Bull., vol. 8 (1998)CrossRefGoogle Scholar
  8. 8.
    Calcagni, A., Lonati, V., Malchiodi, D., Monga, M., Morpurgo, A.: Promoting computational thinking skills: would you use this bebras task? In: Dagiene, V., Hellas, A. (eds.) ISSEP 2017. LNCS, vol. 10696, pp. 102–113. Springer, Cham (2017).  https://doi.org/10.1007/978-3-319-71483-7_9CrossRefGoogle Scholar
  9. 9.
    Dagienė, V., Sentance, S.: It’s computational thinking! bebras tasks in the curriculum. In: Brodnik, A., Tort, F. (eds.) ISSEP 2016. LNCS, vol. 9973, pp. 28–39. Springer, Cham (2016).  https://doi.org/10.1007/978-3-319-46747-4_3CrossRefGoogle Scholar
  10. 10.
    Dunn, R.S., Dunn, K.J.: Teaching students through their individual learning styles: a practical approach. Reston Pub. Co., Reston (1978)Google Scholar
  11. 11.
    European Parliament, Council of the European Union: Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, December 2006. http://data.europa.eu/eli/reco/2006/962/oj
  12. 12.
    Glasersfeld, E.V.: The radical constructivist view of science. Found. Sci. 6, 31–43 (2001)CrossRefGoogle Scholar
  13. 13.
    Google Inc.: CS[4]HS (2017). https://www.cs4hs.com
  14. 14.
    Hazzan, O., Lapidot, T., Ragonis, N.: Guide to Teaching Computer Science: An Activity-Based Approach. Springer, London (2011).  https://doi.org/10.1007/978-1-4471-6630-6CrossRefzbMATHGoogle Scholar
  15. 15.
    Hmelo-Silver, C.E.: Problem-based learning: what and how do students learn? Educ. Psychol. Rev. 16(3), 235–266 (2004)CrossRefGoogle Scholar
  16. 16.
    Hromkovič, J., Lacher, R.: The computer science way of thinking in human history and consequences for the design of computer science curricula. In: Dagiene, V., Hellas, A. (eds.) ISSEP 2017. LNCS, vol. 10696, pp. 3–11. Springer, Cham (2017).  https://doi.org/10.1007/978-3-319-71483-7_1CrossRefGoogle Scholar
  17. 17.
    Johnson, D.W., Johnson, R.T.: Learning together and alone: cooperative, competitive, and individualistic learning. Prentice-Hall, Inc. (1987)Google Scholar
  18. 18.
    Kolb, D.A., Boyatzis, R.E., Mainemelis, C.: Experiential learning theory: previous research and new directions. Perspect. Think. Learn. Cognit. Styles 1, 227–247 (2001)Google Scholar
  19. 19.
    Lonati, V., Malchiodi, D., Monga, M., Morpurgo, A.: Is coding the way to go? In: Brodnik, A., Vahrenhold, J. (eds.) ISSEP 2015. LNCS, vol. 9378, pp. 165–174. Springer, Cham (2015).  https://doi.org/10.1007/978-3-319-25396-1_15Google Scholar
  20. 20.
    Lonati, V., Malchiodi, D., Monga, M., Morpurgo, A.: Nothing to fear but fear itself: introducing recursion in lower secondary schools. In: Proceedings of LATICE 2017, pp. 91–98 (2017)Google Scholar
  21. 21.
    Piaget, J., Inhelder, B.: The Psychology of the Child. Basic Books (1969)Google Scholar
  22. 22.
    Rogers, C.: Freedom to Learn. Merrill (1969)Google Scholar
  23. 23.
    Rogers, C., Farson, R.E.: Active listening. Organ. Psyc., pp. 168–180 (1979)Google Scholar
  24. 24.
    Schön, D.A.: Educating the reflective practitioner: toward a new design for teaching and learning in the professions. Jossey-Bass (1987)Google Scholar
  25. 25.
    Selby, C.C.: Relationships: Computational thinking, pedagogy of programming, and bloom’s taxonomy. In: Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, pp. 80–87. ACM, New York (2015).  https://doi.org/10.1145/2818314.2818315
  26. 26.
    The Royal Society: Shut down or restart? The way forward for computing in UK schools, January 2012Google Scholar
  27. 27.
    Thies, R., Vahrenhold, J.: Back to school: computer science unplugged in the wild. In: Proceedings of ITiCSE 2016, pp. 118–123. ACM (2016).  https://doi.org/10.1145/2899415.2899442
  28. 28.
    Thurlings, M., Vermeulen, M., Bastiaens, T., Stijnen, S.: Understanding feedback: a learning theory perspective. Educ. Res. Rev. 9, 1–15 (2013)CrossRefGoogle Scholar
  29. 29.
    Vygotsky, L.: Mind in Society: Development of Higher Psychological Processes. Harvard University Press, Cambridge (1978)Google Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Università degli Studi di MilanoMilanItaly

Personalised recommendations