Testing Algorithmic Skills in Traditional and Non-Traditional Programming Environments

The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Infor...

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Vydané v:Informatics in education Ročník 14; číslo 2; s. 175 - 197
Hlavní autori: CSERNOCH, Mária, BIRÓ, Piroska, Máth, János, Abari, Kalman
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: Vilnius Vilniaus Universiteto Leidykla 01.01.2015
Vilnius University Press
Institute of Mathematics and Informatics
Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences
Vilnius University
Predmet:
Achievement tests
Adult Education
algorithmic skills
Algorithms
Attrition
College Freshmen
Competence
Computation
Computers
deep and surface metacognitive approaches
Education
Essay|Book Review |Scientific Life
Exit Examinations
Foreign Countries
Format
Higher education
Hungary
Informatics
Information Science
Information Science Education
Kruskal Wallis Test
Literacy
Mathematics
Mathematics Skills
Mathematics Tests
Postsecondary Education
Problem Solving
Programming
Programming environments
Readers
School dropouts
school leaving exams
Secondary education
Self Evaluation (Individuals)
self-assessment
Skills
spreadsheet
Spreadsheets
Student Teachers
Students
Teacher Education
Teacher Improvement
Teaching Methods
Technology education
Tests
Texts
Transference
Word Processing
Hungary
spreadsheets
algorithmic skills
selfassessment
deep and surface metacognitive approaches
school leaving exams
ISSN:1648-5831, 2335-8971
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Popis
Shrnutí:The Testing Algorithmic and Application Skills (TAaAS) project was launched in the 2011/2012 academic year to test first year students of Informatics, focusing on their algorithmic skills in traditional and non-traditional programming environments, and on the transference of their knowledge of Informatics from secondary to tertiary education. The results of the tests clearly show that students start their studies in Informatics with underdeveloped algorithmic skills, only a very few of them reaching the level of extended abstract. To find reasons for these figures we have analyzed the students' problem solving approaches. It was found that the students, almost exclusively, only consider traditional programming environments appropriate for developing computational thinking, algorithmic skills. Furthermore, they do not apply concept and algorithmic based methods in non-traditional computer related activities, and as such, mainly carry out ineffective surface approach methods, as practiced in primary and secondary education. This would explain the gap between the expectations of tertiary education, the students' results in the school leaving exams, and their overestimation of their knowledge, all of which lead to the extremely high attrition rates in Informatics.
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ISSN:1648-5831
2335-8971
DOI:10.15388/infedu.2015.11