Abonyi-Tóth, Andor Szlávi, Péter – Zsakó, László

Abonyi-Tóth, Andor Abonyi-Tóth, Andor Szlávi, Péter – Zsakó, LászlóSzlávi, Péter – Zsakó, László

LLorand 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, HungaryBudapest, [email protected]@inf.elte.hu

[email protected]@ludens.elte.hu, , [email protected]@ludens.elte.hu

Programming VersusProgramming VersusApplicationApplication

mailto:[email protected]



2006.11.07.2006.11.07.Abonyi-Tóth,Szlávi,Zsakó: Programming Vs. ApplicationAbonyi-Tóth,Szlávi,Zsakó: Programming Vs. Application 22

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Table of ContentsTable of Contents

1 Introduction1 Introduction

2 The Delusions of Informatics 2 The Delusions of Informatics EducationEducation

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

4 Fields of Informatics4 Fields of Informatics

5 Informatics at School5 Informatics at School

6 Conclusion6 Conclusion


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1 Introduction1 Introduction

Some fundamental issues in Some fundamental issues in teaching informatics:teaching informatics:

Informatics as a school subject in Informatics as a school subject in some country: some country: is is there or notthere or not??

our position: there be!our position: there be! WWhich age groups are to learn ithich age groups are to learn it??our position: in each year of primary our position: in each year of primary

and secondary educationand secondary education!! TThe problem of programming and he problem of programming and

application; only one or both?application; only one or both?hear soon!hear soon!


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1 Introduction1 Introduction (continuation)(continuation)

The questions to be studied in The questions to be studied in our presentation areour 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 What are the goals of Pr and App skills?App skills?

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

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


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2 The Delusions of 2 The Delusions of Informatics EducationInformatics Education


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InformaticsInformatics = being able to = being able to use use computers properlycomputers properly

Not part of Informatics: Not part of Informatics: the development of abilitiesthe development of abilities the improvement of problem the improvement of problem

solving skillssolving skills tthe practice of problem solving he practice of problem solving

activities…activities…

Informatics education =Informatics education = = = teaching uses onlyteaching uses only


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In supporters’ opinion: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”


This is This is nonsence!nonsence!

(continuation)(continuation)


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This is nonsenceThis is nonsence!!


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: Our world is full of algorithms:

wewe always do algorithms in our always do algorithms in our everydayeveryday life, daily work or life, daily work or

while studyingwhile studying..

Why?Why?



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““There is There is no need for a new form of no need for a new form of computer literacycomputer literacy, informatics does , informatics does not change our everyday life…”not change our everyday life…”

Informatics education = Informatics education = = teaching programming only= teaching programming only

This is not This is not true!true!



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This not true!This not true!

Informatics education = Informatics education = = teaching programming only= teaching programming only

Why?Why?It is a well-known factIt is a well-known fact::beyond a certain extent of complexitybeyond a certain extent of complexityfrontal recognitionfrontal recognition + + problem solvingproblem solving techniques become techniques become difficultdifficult, the process , the process ofof acquisition acquisition slows downslows down it requiresit requires an extent of an extent of abstraction skillsabstraction skills andand notion recognitionnotion recognition to understand the to understand the logiclogic of the system of the system ((that can be developed muchthat can be developed much slower alone thanslower alone than in in a well-constructeda well-constructed learning processlearning process))..



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


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Only thoseOnly those can make can make good use of the the opportunitiesopportunities of of the new information society that that regularly use these tools. .

Solving App taskSolving App task

They are fairly sophisticatedThey are fairly sophisticatedthe stress isthe stress is notnot on their on their routineroutine use but use but on the on the knowledgeknowledge of the of the

opportunities they offer and their opportunities they offer and their creative use. creative use.


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In school as well as in your In school as well as in your everyday lifeeveryday life you you keep keep performing algorithmsperforming algorithms when when filling in data structuresfilling in data structures::

questionnaires,questionnaires, formsforms,,

designing designing action sequences,action sequences, information-flow processes.information-flow processes.

Algorithmization, data modellingAlgorithmization, data modelling

This worldThis world cannot be fully cannot be fully understood by those whounderstood by those who are not are not aware of the basics of theseaware of the basics of these actions.actions.



ELTEELTE 4 Fields of Informatics4 Fields of Informatics


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This scope of knowledge This scope of knowledge emphasizesemphasizes computer applicationcomputer application::

Solving App tasksSolving App tasks

the point ofthe point of view of the view of the problemproblem

the question isthe question is whether whether general programgeneral program can be usedcan be used for problem solving or notfor problem solving or not (rather than the way how it can be (rather than the way how it can be used)used)


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Important Important areas::Solving App tasksSolving 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.



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We learn to understand the We learn to understand the worldworld around us with the help of around us with the help of modelsmodels. . ProgrammingProgramming can be a useful way ofcan be a useful way of developing developing modellingmodelling ability and ability and making students making students think logicallythink logically..




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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 mindin his mind as wellas well..


Teaching data structures and Teaching data structures and algorithms cannot be separated. 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 datainput data with the help of programswith the help of programs..



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The basis of computer-assisted The basis of computer-assisted problem solving is algorithm problem solving is algorithm elaboration and not codingelaboration 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 programmingstudying programming..


The The computer-assistedcomputer-assisted problem problem solving as solving as tool improvementtool improvement,, where the problem solving tool where the problem solving tool ((thethe programprogram) should be created) should be created..



ELTEELTE 5 Informatics at School5 Informatics at School


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

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

playful programs and tasksplayful programs and tasks image and musicimage and music editingediting stampingstamping programsprograms (similar to (similar to

children's real rubberchildren's real rubber stamps)stamps)


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DrawingDrawing= fusing simple line drawings and = fusing simple line drawings and patchespatches (colours and textures) (colours and textures)..

MusicMusic = playing, editing/writing then = playing, editing/writing then musicmusic

Music+drawing+someMusic+drawing+some text+animationtext+animation= simple multimedia= simple multimedia




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Pupils must be able to formulate algorithmsformulate algorithms and to execute simple everyday execute simple everyday

algorithmsalgorithms (morning routine, crossing a street etc.)

Algorithmization, data Algorithmization, data modellingmodelling – in Years 1 to 4– in Years 1 to 4

realising realising data types data types (numbers, text, others)(numbers, text, others),, the directionsthe directions,, the measurability of distancesthe measurability of distances,, that the data can be sortedthat the data can be sorted..



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The scope of application possibilities application possibilities widenswidens.Mainly drawingsdrawings: figures accompanied with a little text; for example:

Solving App tasks – in Years Solving App tasks – in Years 55 to to 66


invitation cards to birthday parties …, greeting cards, school and class badges, various kinds of posters etc.

Compared to the previous age group: Compared to the previous age group: a bit more text in the documents created.a bit more text in the documents created.


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Pupils must be able to formulate formulate preciseprecise algorithms algorithms and to designdesign simple everyday simple everyday

algorithmsalgorithms (morning routine, crossing a street etc.).

Algorithmization, data Algorithmization, data modellingmodelling – in Years – in Years 55 to to 66



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They should realise realise that you use threethree typestypes of elements of elements when constructing an algorithm:


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

oneone of the atomic steps should be chosen and then executed,

the atomic step should be executed iterativelyiteratively.



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The philosophy does The philosophy does not differnot 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 documentsdocuments and and tablestables (in accordance with the interests of this age group).




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The The stressstress is laid upon is laid upon text documentstext documents ++

figures, figures, tables.tables.



TTaskasks: s: preparingpreparing a school newsletter, schedules of a summer camp, timetables, business cards, invitations to school competitions,

their schedule and results etc.

aestheticsaestheticstypographytypography


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TableTable – within a text file…within a text file…Searching Searching – in public – in public

computer information computer information systemssystems (task banks, cultural programmes etc.)…

Electronic noticeboard Electronic noticeboard /slide slide showshow – relying on text and relying on text and graphic documents…graphic documents…




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Pupils must be able tell aparttell apart scalarscalar (number, character etc.) and compound datacompound data (array, table, text etc.)



TThey must be able tohey must be able to consciously consciously applyapply the the

principle ofprinciple of refinement step by refinement step by stepstep. .

to independently to independently formulateformulate, , namename,, parameter sub-algorithmsparameter sub-algorithms and and useuse themthem inin constructing algorithmsconstructing algorithms..

algorithmizationalgorithmization

data modellingdata modelling


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Playfullness is diminishingPlayfullness is diminishing giving giving way to “reality”way to “reality”

Majority of the Majority of the written materialswritten materials are textsare texts (letters, essays etc.)

TablesTables and diagramsdiagrams (based on them): computation and plotting of computation and plotting of statistic data and evaluation ofstatistic data and evaluation of (physical and chemical) measurementsmeasurements (with spreadsheets)…

DatabasesDatabases related to everyday related to everyday lifelife (telephone directory etc.)




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Understanding and systematic useUnderstanding and systematic use of

atomicatomic and compoundcompound datadata, files… task typestask types… the tools ofthe tools of algorithmic algorithmic

abstractionabstraction (procedures and functions)Students must Students must understandunderstand that thataa program is a productprogram is a product……




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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 institutioneducation institution..

TasksTasks: drawingdrawing, image editingimage editing and image processingimage processing (at a higher level, relying on the more serious mathematical knowledge)

MakingMaking presentationspresentations




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AtomicAtomic and compound datacompound data, filefile managementmanagement, relational data relational data structuresstructures (at a higher level).

Basic algorithmsBasic algorithms for task types.for task types.RecursionRecursion in the world of tasks, in the world of tasks,

data and algorithms. data and algorithms. Algorithm Algorithm designingdesigning techniquestechniques..




ELTEELTE 6 Conclusion6 Conclusion


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6 Conclusion6 Conclusion

We surveyed the fields of We surveyed the fields of application based application based ICTICT and and programmingprogramming instruction instruction inin parallelparallel……

We believe that in an informatics We believe that in an informatics for everyone the proportion of for 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.teaching.


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ReferencesReferences

1.1. Turcsányi-Szabó, M: Approaching Arts through Turcsányi-Szabó, M: Approaching Arts through Logo. Sixth European Logo Conference, Budapest, Logo. Sixth European Logo Conference, Budapest, Hungary, pp20-23 August, 1997 Hungary, pp20-23 August, 1997

2.2. Nouvelles Technologies. (1999) Mise á niveau Nouvelles Technologies. (1999) Mise á niveau informatique en classe de seconde – rentrée 2000. informatique en classe de seconde – rentrée 2000. Bulletin Officiel du ministère de l’Education Bulletin Officiel du ministère de l’Education Nationale et du ministère de Recherche. N25 du 24 Nationale et du ministère de Recherche. N25 du 24 juin 1999. 1177–1181.juin 1999. 1177–1181.

3.3. The National Curriculum for England (1999): The National Curriculum for England (1999): Information and Communication Technology. Information and Communication Technology. Qualifications and Curriculum Authority. London. Qualifications and Curriculum Authority. London. ((http://http://www.nc.uk.net/download/IKT.docwww.nc.uk.net/download/IKT.doc))

4.4. Körösné Mikis, M.: Kalandozások Körösné Mikis, M.: Kalandozások Információországban, (Adventures in Információországban, (Adventures in Informationland)Informationland)http://www.oki.hu/oldal.php?http://www.oki.hu/oldal.php?tipus=cikk&kod=oktatas-korosne tipus=cikk&kod=oktatas-korosne

5.5. Szlávi, P., Zsakó, L.: Delusions in informatics Szlávi, P., Zsakó, L.: Delusions in informatics education. Teaching Mathematics and Computer education. Teaching Mathematics and Computer Science, Vol. 2., No. 1., pp151-162, 2004.Science, Vol. 2., No. 1., pp151-162, 2004.


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ReferencesReferences

(continuation)(continuation)6.6. Szlávi, P., Zsakó, L.: Informatics as a particular Szlávi, P., Zsakó, L.: Informatics as a particular field of education. Teaching Mathematics and field of education. Teaching Mathematics and Computer Science, Vol. 3., No.2, pp283-294, Computer Science, Vol. 3., No.2, pp283-294, 2005.2005.

7.7. Zsakó, L.: Teaching Informatics in Hungary. The Zsakó, L.: Teaching Informatics in Hungary. The IOI'96 NewsLetter, No 2, pp5-6, No 3, pp5-6, No IOI'96 NewsLetter, No 2, pp5-6, No 3, pp5-6, No 4, pp5-6, 1995. 4, pp5-6, 1995.

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9.9. The National Curriculum for Hungary (2005), The National Curriculum for Hungary (2005), http://http://www.om.hu/main.php?folderIDwww.om.hu/main.php?folderID=391=391

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11.11. Pólya, Gy.: Mathematical Discovery on Pólya, Gy.: Mathematical Discovery on understanding, learning and teaching problem understanding, learning and teaching problem solving. John Viley & Sons Inc, New York, 1962.solving. John Viley & Sons Inc, New York, 1962.

12.12. Kátai, Z.: “Upperview” algorithm design Kátai, Z.: “Upperview” algorithm design in teaching computer science in high schools, in teaching computer science in high schools, Teaching Mathematics and Computer Science, Teaching Mathematics and Computer Science, Vol. 3., No.2, pp221-240, 2005.Vol. 3., No.2, pp221-240, 2005.

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Abonyi-Tóth, Andor Szlávi, Péter – Zsakó, László