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• CS unplugged in higher education

  1-23

  Kinga Kovácsné Pusztai

  Views:

  236

  Nowadays, there is a significant lack of workforce in the IT industry, even though it is one of the most lucrative professions. According to researchers' forecasts, the existing shortage is growing, so the wages offered will be higher, yet it seems that young people are not attracted to the profession. This problem draws attention to the need to change the curriculum so that it can attract students more. One possible solution is to supplement the curriculum with CS Unplugged activities, which makes it easier to understand and deepen difficult concepts and make IT lessons more colorful. In my article, besides presenting the already known CS Unplugged activities, I will deal with how this can be applied in Hungarian higher education as well.

• Removing the burden of syntax: developing computational thinking and algorithmic skills of STEM students

  29-49

  Ádám Gulácsi

  Maria Csernoch

  Views:

  0

  In higher education, solving programming exercises using a high-level programming language is a standard approach for developing computational thinking and algorithmic skills. However, this method has its limitations: learning the syntax of a high-level programming language puts an extra cognitive load on students, preventing them from focusing on problem-solving. Furthermore, computational thinking is not limited to programming: STEM students can benefit more from solving problems within their own discipline, in different environments. This practical article proposes a collection of unplugged, semi-unplugged and plugged-in alternatives that can be used to develop the computational thinking and algorithmic skills of students.

  Subject Classification: 97P99

• A Nim like game and a machine that plays it: a learning situation at the interface of mathematics and computer science

  317-326

  Pierre Esclafit

  Simon Modeste

  Nicolas Saby

  Views:

  402

  The purpose of this work is to take a didactic look at a learning situation located at the interface between mathematics and computer science. This situation offers a first approach to the concept of artificial intelligence through the study of a reinforcement learning device. The learning situation, inspired by the Computer Science Unplugged approach, is based on a combinatorial game, along with a device that learns how to play this game. We studied the learning potential when the human players face the machine. After an a priori analysis using the Theory of Didactic Situations (TDS), we conducted a pre-experiment in order to strengthen our hypotheses. In this article, we will focus on the analysis of the didactic variables, the values we have chosen for these variables and their effects on students’ strategies.

  Subject Classification: 97D99, 97K99, 97P80