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 Informatics in Schools Fundamentals of Computer Science and
Software Engineering 11th International Conference on
Informatics in Schools Situation Evolution and Perspectives
ISSEP 2018 St Petersburg Russia October 10 12 2018
Proceedings Sergei N. Pozdniakov

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 Sergei N. Pozdniakov
Valentina Dagienė (Eds.)

Informatics in Schools
LNCS 11169

Fundamentals of Computer Science

and Software Engineering
11th International Conference on Informatics in Schools:
Situation, Evolution, and Perspectives, ISSEP 2018
St. Petersburg, Russia, October 10–12, 2018, Proceedings

123
Lecture Notes in Computer Science 11169
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Cornell University, Ithaca, NY, USA
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ETH Zurich, Zurich, Switzerland
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Stanford University, Stanford, CA, USA
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Weizmann Institute of Science, Rehovot, Israel
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Indian Institute of Technology Madras, Chennai, India
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TU Dortmund University, Dortmund, Germany
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University of California, Los Angeles, CA, USA
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University of California, Berkeley, CA, USA
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More information about this series at http://www.springer.com/series/7407
Sergei N. Pozdniakov Valentina Dagienė (Eds.)
•

Informatics in Schools
Fundamentals of Computer Science
and Software Engineering
11th International Conference on Informatics in Schools:
Situation, Evolution, and Perspectives, ISSEP 2018
St. Petersburg, Russia, October 10–12, 2018
Proceedings

123
Editors
Sergei N. Pozdniakov Valentina Dagienė
Saint Petersburg Electrotechnical University Vilnius University
St. Petersburg, Russia Vilnius, Lithuania

ISSN 0302-9743 ISSN 1611-3349 (electronic)

Lecture Notes in Computer Science
ISBN 978-3-030-02749-0 ISBN 978-3-030-02750-6 (eBook)
https://doi.org/10.1007/978-3-030-02750-6

Library of Congress Control Number: 2018958307

LNCS Sublibrary: SL1 – Theoretical Computer Science and General Issues

© Springer Nature Switzerland AG 2018

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 Preface

This volume contains the papers presented at the 11th International Conference on
Informatics in Schools: Situation, Evolution and Perspectives (ISSEP 2018). The
conference was held at the St. Petersburg Electrotechnical University LETI, Russia,
during October 10–12, 2018.
ISSEP is a forum for researchers and practitioners in the area of informatics edu-
cation, in both primary and secondary schools (K12 education). It provides an
opportunity for educators to reach the goals and objectives of this subject, its curricula,
and various teaching/learning paradigms and topics, possible connections to everyday
life, and various ways of establishing informatics education in schools. This conference
also has a focus on teaching/learning materials, various forms of assessment, traditional
and innovative educational research designs, the contribution of informatics to the
preparation of individuals for the 21st century, motivating competitions, and projects
and activities supporting informatics education in schools. The ISSEP series started in
2005 in Klagenfurt, with subsequent meetings held in Vilnius (2006), Torun (2008),
Zurich (2010), Bratislava (2011), Oldenburg (2013), Istanbul (2014), Ljubljana (2015),
Münster (2016), and Helsinki (2017). The 11th ISSEP conference was hosted by the St.
Petersburg Electrotechnical University LETI, Faculty of Computer Science and
Technology. The conference received 74 submissions. Each submission was reviewed
by at up to four Program Committee members and evaluated on its quality, originality,
and relevance to the conference. Overall, the Program Committee wrote 159 reviews
and 79 reviews were prepared by external reviewers. The committee selected 30 papers
for inclusion in the LNCS proceedings, leading to an acceptance rate of 40%. The
decision process was made electronically using the EasyChair conference management
system. ISSEP was federated with a teacher conference for K12 teachers. The con-
ference was geared toward teachers from St. Petersburg, although teachers from other
regions also participated. The decision to federate the teacher conference and ISSEP
was made so as to bring the results of computer science education research closer to
practising K12 teachers. We would like to thank all the authors who responded to the
call for papers, the members of the Program Committee, the external reviewers, and last
but not least the members of the Organizing Committee.

August 2018 Sergei N. Pozdniakov

Valentina Dagienė
 Organization

Program Committee
Conference Co-chairs
Valentina Dagienė Vilnius University, Lithuania
Sergei Pozdniakov St. Petersburg Electrotechnical University, Russia

Steering Committee
Andreas Bollin University of Klagenfurt, Austria
Andrej Brodnik University of Ljubljana, Slovenia
Valentina Dagienė Vilnius University, Lithuania
Yasemin Gülbahar Ankara University, Turkey
Arto Hellas Helsinki University, Finland
Juraj Hromkovič Swiss Federal Institute of Technology Zurich, Switzerland
Ivan Kalas Comenius University, Slovakia
George A. Papadopoulos University of Cyprus, Cyprus
Sergei Pozdniakov St. Petersburg Electrotechnical University, Russia
Françoise Tort ENS Paris-Saclay, France

Program Committee
Erik Barendsen Radboud University Nijmegen and Open Universiteit,
The Netherlands
Liudmila Bosova Moscow Pedagogical State University, Russia
Christian Datzko SVIA-SSIE-SSII, Basel, Switzerland
Ira Diethelm Oldenburg University, Germany
Michalis Giannakos Norwegian University of Science and Technology,
Norway
Bruria Haberman Holon Institute of Technology, Tel Aviv, Israel
Peter Hubwieser Technical University Munich, Germany
Petri Ihantola Tampere University of Technology, Finland
Kirill Krinkin St. Petersburg Electrotechnical University LETI, Russia
Tiina Korhonen University of Helsinki, Finland
Peter Micheuz University Klagenfurt and Gymnasium Völkermarkt,
Austria
Mattia Monga Università degli Studi di Milano, Italy
Violetta Lonati Università degli Studi di Milano, Italy
Fedor A. Novikov ITMO University, St. Petersburg, Russia
Ralf Romeike University of Erlangen (FAU), Germany
VIII Organization

Yuri B. Senichenkov St. Petersburg State Polytechnic University, Russia

Giovanni Serafini ETH Zrich, Switzerland
Maciej M. Syslo Nicolaus Copernicus University, Toru, Poland

Organizing Committee
Mikhail Kupriyanov St. Petersburg Electrotechnical University, Russia
Sergei Pozdniakov St. Petersburg Electrotechnical University, Russia
Liudmila Bosova Moscow Pedagogical State University, Russia

Additional Reviewers

A. Alekseeva E. Jasut Y. Peryazeva

A. Chukhnov T. Jevsikova I. Posov
V. Dolgopolovas U. Jung E. Reci
F. Faiella F. Kalelioglu Y. Shichkina
N. Grgurina M. Kesselbacher J. Staub
U. Hauser T. Kohn G. Stupurien
M. Ivanovic S. Pasterk M. Winczer

Sponsoring Institutions

St. Petersburg Electrotechnical University LETI

Publishing house BINOM. Knowledge Laboratory
 Contents

Role of Programming and Algorithmics in Informatics

for Pupils of All Ages

Exploring Control in Early Computing Education . . . . . . . . . . . . . . . . . . . . 3

Ivan Kalas, Andrej Blaho, and Milan Moravcik

Autonomous Recovery from Programming Errors Made by Primary

School Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Martina Forster, Urs Hauser, Giovanni Serafini, and Jacqueline Staub

Effects on the School Performance of Teaching Programming

in Elementary and Secondary Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Angélica Herrera Loyo

A Case Study on the Effect of Using an Anchored-Discussion Forum

in a Programming Course. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Jean-Philippe Pellet, Gabriel Parriaux, and Tristan Overney

Students Teach a Computer How to Play a Game . . . . . . . . . . . . . . . . . . . . 55

Sylvia da Rosa Zipitría and Andrés Aguirre Dorelo

Teaching Programming and Algorithmic Complexity

with Tangible Machines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Tobias Kohn and Dennis Komm

A Diagnostic Tool for Assessing Students’ Perceptions and Misconceptions

Regards the Current Object “this” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Ragonis Noa and Shmallo Ronit

On Preferences of Novice Software Engineering Students: Temperament

Style and Attitudes Towards Programming Activities. . . . . . . . . . . . . . . . . . 101
Tatjana Jevsikova, Valentina Dagienė, and Vladimiras Dolgopolovas

National Concepts of Teaching Informatics

Standards for Higher Secondary Education for Computer

Science in Germany . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Arno Pasternak, Lutz Hellmig, and Gerhard Röhner

Computer Science Teachers Perspectives on Competencies - A Case Study

in the Kingdom of Saudi Arabia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
Fayiq Alghamdi, Arnold Pears, and Aletta Nylén
X Contents

A Core Informatics Curriculum for Italian Compulsory Education . . . . . . . . . 141

Luca Forlizzi, Michael Lodi, Violetta Lonati, Claudio Mirolo,
Mattia Monga, Alberto Montresor, Anna Morpurgo, and Enrico Nardelli

Comparative Analysis of the Content of School Course of Informatics

in Russia and Subjects of the International Competition Bebras . . . . . . . . . . 154
Liudmila Bosova

Teacher Education in Informatics

Computational Thinking: Constructing the Perceptions of Pre-service

Teachers from Various Disciplines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Ragonis Noa

Investigating the Pedagogical Content Knowledge of Teachers Attending

a MOOC on Scratch Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 180
Ebrahim Rahimi, Ineke Henze, Felienne Hermans, and Erik Barendsen

Informatics and Computational Thinking: A Teacher Professional

Development Proposal Based on Social-Constructivism . . . . . . . . . . . . . . . . 194
Carlo Bellettini, Violetta Lonati, Dario Malchiodi, Mattia Monga,
and Anna Morpurgo

Real Time Classroom Systems in Teachers Training . . . . . . . . . . . . . . . . . . 206

Viktória H. Bakonyi and Zoltán Illés

Case Study on the Process of Teachers Transitioning to Teaching

Programming in Python . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
Eva Klimeková and Monika Tomcsányiová

An Investigation of Italian Primary School Teachers’ View on Coding

and Programming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Isabella Corradini, Michael Lodi, and Enrico Nardelli

The Quality of Teaching - Is There Any Difference Between University

Teachers and School Teachers?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244
Elisa Reçi and Andreas Bollin

Contests and Competitions in Informatics

Piaget’s Cognitive Development in Bebras Tasks - A Descriptive Analysis

by Age Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
Christine Lutz, Marc Berges, Jonas Hafemann, and Christoph Sticha

The Second Decade of Informatics in Dutch Secondary Education . . . . . . . . 271

Nataša Grgurina, Jos Tolboom, and Erik Barendsen
 Contents XI

The Bebras Contest in Austria – Do Personality, Self-concept and General

Interests Play an Influential Role? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 283
Andreas Bollin, Heike Demarle-Meusel, Max Kesselbacher,
Corinna Mößlacher, Marianne Rohrer, and Julia Sylle

Gender Differences in Graph Tasks - Do They Exist in High School Bebras

Categories Too? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295
Lucia Budinská, Karolína Mayerová, and Michal Winczer

Differences Between 9–10 Years Old Pupils’ Results from Slovak

and Czech Bebras Contest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 307
Lucia Budinská, Karolína Mayerová, and Václav Šimandl

Problem Solving Olympics: An Inclusive Education Model

for Learning Informatics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 319
Roberto Borchia, Antonella Carbonaro, Giorgio Casadei, Luca Forlizzi,
Michael Lodi, and Simone Martini

Socio-psychological Aspects of Teaching Informatics

Evaluation of Learning Informatics in Primary Education:

Views of Teachers and Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 339
Johannes Magenheim, Kathrin Müller, Carsten Schulte,
Nadine Bergner, Kathrin Haselmeier, Ludger Humbert,
Dorothee Müller, and Ulrik Schroeder

How an Ambitious Informatics Curriculum Can Influence Algebraic

Thinking of Primary School Children . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354
Francesca Agatolio, Fabio Albanese, and Michele Moro

Computer Tools in Teaching and Studying Informatics

Gamification of Problem Solving Process Based on Logical Rules . . . . . . . . 369

Fedor Novikov and Viktor Katsman

Music Computer Technologies in Informatics and Music Studies at Schools

for Children with Deep Visual Impairments: From the Experience. . . . . . . . . 381
Irina Gorbunovа and Anastasia Govorova

Computer Modeling of Secretary Problem and Its Interesting Results. . . . . . . 390

Olga Starunova, Valeriia Nemychnikova, and Anna Dronzik

Author Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395

Role of Programming and Algorithmics
in Informatics for Pupils of All Ages
 Exploring Control in Early Computing
Education

Ivan Kalas1(&), Andrej Blaho1, and Milan Moravcik2

1
Comenius University, 842 48 Bratislava, Slovakia
{kalas,blaho}@fmph.uniba.sk
2
Edix, Bratislava, Slovakia
[email protected]

Abstract. In the paper we reflect on how our design research approach in the
current development allows us to study the increasing cognitive complexity of
different levels of control which pupils conduct when they program Emil, a
virtual character on the screen. In our earlier work we outlined conceptual
framework for primary programming, which recognised three different levels of
control: (a) direct manipulation, (b) direct control and (c) computational control
(i.e. programming) an actor. In the present research we managed to get deeper
into the complexity of control by identifying four instead of three of its levels.
Based on our close collaboration with three design schools we have also found
that it is more productive to project and analyse learning progression of pupils
connected with control within two-dimensional grid, where the first dimension is
control itself and the second explores the way how the control is represented.
Along this dimension we have identified five distinct levels of representation:
(a) none, (b) as internal record, (c) as external record, (d) as internal plan for
future behaviour, and finally (e) as external plan for future behaviour. In our
paper we explain the grid of control by presenting selected tasks from different
environments of Emil, our new approach to educational programming for Year 3
pupils.

Keywords: Primary programming
Program as record
Program as plan

Levels of control
Control/representation grid of cognitive demand

1 Background

Through giving instructions, young children gain mastery over their world. They create and
control things to execute their orders. They set them in motion, make them do things, and “boss
them around”. How could this not satisfy a 3 years olds’ craving for omnipotence!

E. Ackermann, 2012 in [1]

© Springer Nature Switzerland AG 2018

S. N. Pozdniakov and V. Dagienė (Eds.): ISSEP 2018, LNCS 11169, pp. 3–16, 2018.
https://doi.org/10.1007/978-3-030-02750-6_1
4 I. Kalas et al.

Actual interest in educational programming emphasizes the need to implement it

for every pupil from early primary stage. This is based on the perception of pro-
gramming as an important new skill for everybody. And naturally, it also motivates
researchers to study which computational constructs1 and computational practices to
introduce in lower primary school, so that systematic and appropriate interventions for
sustainable educational programming are being built.
In our current project we draw on the design principles and pedagogy of the
ScratchMaths intervention for Years 5 and 6 of the primary schools in England [4] but
move our focus to lower primary pupils and pre-Scratch programming: our goal is to
identify computational constructs and computational practices developmentally
appropriate for lower primary pupils2 and better understand how to break them into
productive gradations of suitable small steps3. We are developing new programming
environments for pupils to discover, explore and adopt these constructs and practices
through thoroughly designed activities supplemented with regular all-group
discussions.
In our work we are inspired by Papert’s position on programming as an opportunity
to experience and explore powerful ideas [5] and encourage pupils to perceive pro-
grams as instruments to do that, as objects to think with and think about. We have also
adopted Blackwell’s view [6, p. v] that pupils4 program whenever they stop … directly
manipulate observable things, but specify behaviour to occur at some future time.
Blackwell [ibid] continues by formulating two reasons that make programming hard:
(a) loss of the benefits of direct manipulation and (b) introduction of notational ele-
ments to represent abstraction. Another inspiration for our endeavour in understanding
how pupils control things to execute their orders… see [1], is Clayson when he
mentions computational control [7, p. 2.34]: Of course, we want to computationally
control the filling of design object parts… referring to our capacity to explicitly control
certain effect by expressing our intension in our own program, thus using programming
as an instrument to develop and explore better understanding of certain effect or
relation.
In fact, in this paper we focus our attention entirely on studying control, namely,
finding out in which steps pupils can learn how to plan future behaviour(s) of an actor,
how they can learn to externally represent their plans and work with them: read them

1
Here we borrow from [2] the dimensions of their computational thinking framework, however as we
explained in [3] we prefer to broaden the dimension of computational concepts into computational
constructs, i.e. concepts plus associated computational procedures (e.g. a sequence of steps as a
concept and acting it, interpreting, filling in a missing step, comparing two sequences, modifying a
sequence etc. as some of related computational procedures); and also, we consider control – the way
how pupils give orders to a sprite or a programmable toy – to be one of the key Brennan’s and
Resnick’s computational practices.
2
Aged 5 to 10.
3
By suitable steps we mean gradations of tasks which support all pupils in exploring these constructs
and practices and constructing their true and sustainable understanding. We strive to do so despite the
fact these concepts and practices are often wrongly considered trivial.
4
We deliberately narrowed Blackwell’s view from all non-professional programmers to pupils.
 Exploring Control in Early Computing Education 5

and envisage what they do, analyse them and compare, explain, modify, simplify and
share, simply think with them and think about them.
In our previous work, see [8], we identified three levels of control with growing
cognitive demand that pupils exploit5 when they control physical or virtual pro-
grammable devices. These are (a) direct manipulation, (b) direct control or direct drive
and (c) computational control. We can think of moving from one level to the higher
one as increasing the distance – in a symbolic or real way – between the device to be
controlled and the pupils who control it. In the following chapter we illustrate this with
two well-known instruments: Bee-Bots and Scratch.

2 How the Learners Control in Early Programming

To clarify our perception of the levels of control, let us select two typical represen-
tatives of programming tools in early computing education: (a) Bee-Bots, simple
physical programmable toys for very young learners; and (b) Scratch, currently the
most successful and influential virtual programming environment for older pupils and
after-school or out-of-school programming activities. We will characterise different
levels of control by examining how they manifest in these tools.

2.1 Controlling Bee-Bots

Bee-Bots are widespread physical programmable floor robots with five basic control
buttons (move forward and backward by a constant distance, turn left and right by 90°
and GO), plus extra buttons for Clear and Pause, well verified as a productive digital
technology for pupils aged 5 to 7 or so. It is a well-known practice of the lower primary
teachers in many countries, see our analytical survey [9], to integrate Bee-Bots into early
computing but also in various cross-curricular activities, often starting by young learners
moving the robot by hand through a constructed context (a ZOO, a house, a street, a
town etc.) on the carpet – thus exploiting direct manipulation control. Next step is to
press a navigation button to make it move a fixed distance forward or backwards, or turn
left or right, then running that command by pressing the GO button – conducting a kind
of direct drive control6.
In the sequence of growing cognitive demand, see [10], pupils then incrementally
collect (i.e. record) ‘one button – one step’ bits of planning while moving the robot in
parallel by hand on the carpet, thus physically interpreting the command by them-
selves. When the intended goal is reached, pupils move the Bee-Bot back to its initial
position and initial heading and press GO.

5
With occasional deflections, see our comment on controlling Bee-Bots later in the paper.
6
There is a deflection though from basic direct drive strategy in Bee-Bots. If we want to give it a
single command then run it, we have to press an arrow key, then press GO, then before the following
command is pressed, Clear the memory. Otherwise the next command would be added at the end of
the previously recorded steps. This makes direct drive with Bee-Bots less straightforward and we in
our Bee-Bot pedagogy recommend advancing from direct manipulation to incremental recording of
the program, as described above.
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