The Art of Programming in a Technical Institute

Transcript:The Art of Programming in a Technical Institute:
The Art of Programming in a Technical Institute after the Italian Secondary School Reform Alberto Barbero Technical Institute"G. Vallauri“, Fossano, Italy Barbara Demo Dip. Informatica, University of Torino, Italy 1 ISSEP 2011 - Bratislava Summary What kind of CS in high schools Manifesto for Informatics in schools Informatics as a science What do we teach? High school Italian Reform: working with teachers is a must first year technical secondary school students:  programming Structured problem solving A proposal using Scratch 2 ISSEP 2011 - Bratislava Manifesto of Informatics in schools Italian Secondary School Reform What CS in high schools Manifesto published in May 2010 by the main Computer Science academic associations in Italy CINI, GII, GRIN three basic perceptions of Informatics Pragmatic : Hardware & software tools to solve everyday problems Technological: knowing languages and systems in order to implement Scientific: Informatics is also the science funding hw and sw developments of the middle of the XXiethcentury 3 ISSEP 2011 - Bratislava Reform of Italian high schools Opportunity to have voice in defining curricula mandatory feeling involved in schools Opportunity to work with teachers Spontaneous requests by teachers Cooperation with Dschola an Association of schools many technical but not only Other associations are interested , museums, … Activity here described: 4 ISSEP 2011 - Bratislava new curricula: from schools  bottom up from academia  top down it’s time for a large common action for shaping what shall be taught to pupils of different age levels in different types of school The point is exactly: what do we have to teach? 5 ISSEP 2011 - Bratislava A proposal for the curriculum of the first year in Secondary School N. Wirth, Program development by stepwise refinement, CACM, April 1971 in the Reform of Italian Sec. School guidelines: … Introduction to the concept of algorithm not unknown to students thus the introductive part can go quite quickly 6 ISSEP 2011 - Bratislava N. Wirth, Program development by stepwise refinement, CACM, April 1971 Scratch Arduino and S4A “The creative activity of programming – to be distinguished from coding- … It is here considered as a sequence of design decisions concerning the decomposition of tasks into subtasks and of data into data structures. programming problem solving 7 ISSEP 2011 - Bratislava Some examples: think a number game Think a number Add 1 Multiply by 3 …….. Tell me the number you finished with Now