Verlag: Springer, 2011
ISBN 10: 3642247210 ISBN 13: 9783642247217
Anbieter: getbooks GmbH, Bad Camberg, HE, Deutschland
Taschenbuch. Zustand: Akzeptabel. 237 Seiten Ehemaliges Bibliotheksexemplar mit den üblichen Kennzeichnungen (z.B. Barcode und Inventarisierungsnummer); und sichtbaren Gebrauchsspuren; in der Regel foliiert (Umschlag aus selbstklebender Folie). Zustand unter Berücksichtigung des Alters akzeptabel. Tagesaktueller, sicherer und weltweiter Versand. Wir liefern grundsätzlich mit beiliegender Rechnung. 776342.01 Sprache: Englisch Gewicht in Gramm: 390.
Verlag: Springer Berlin Heidelberg, 2013
ISBN 10: 3642366163 ISBN 13: 9783642366161
Anbieter: Buchpark, Trebbin, Deutschland
Zustand: Sehr gut. Zustand: Sehr gut - Buchschnitt verkürzt- gepflegter, sauberer Zustand - Ausgabejahr 2013 | Seiten: 224 | Sprache: Englisch | Produktart: Bücher.
Verlag: Springer Berlin Heidelberg, 2013
ISBN 10: 3642366163 ISBN 13: 9783642366161
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book constitutes the refereed proceedings of the 6th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013, held in Oldenburg, Germany, in February/March 2013. The 15 full papers included in this volume were carefully reviewed and selected from 48 submissions; in addition the book contains two keynote talks in full-paper length. The contributions are organized in topical sections named: from computer usage to computational thinking; algorithmic and computational thinking; games; informatics in the context of other disciplines; and competence-based learning and retention of competencies.
Verlag: Springer Vienna, 1992
ISBN 10: 3211824081 ISBN 13: 9783211824085
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Object-orientation and the need for multi-paradigmatic systems constitute a challenge for researchers, practitioners and instructors. Presentations at the OCG/NJSZT joint conference in Klagenfurt, Austria, in September 1992 addressed these issues. The proceedings comprise such topics as: project management, artificial intelligence - modelling aspects, artificial intelligence - tool building aspects, language features, object-orientied software development, the challenge of coping with complexity, methodology, and experience, software engineering education, science policy, etc.
Verlag: Springer Berlin Heidelberg, 2006
ISBN 10: 3540482180 ISBN 13: 9783540482185
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Although the school system is subject to specific national regulations, didactical issues warrant discussion on an international level. This applies specifically to informatics didactics. In contrast to most other scientific disciplines, informatics undergoes substantial technical and scientific changes and shifts of paradigms even at the basic level taught in secondary school. Moreover, informatics education is under more stringent observation from parents, potential employers, and policy makers than other disciplines. It is considered to be a modern discipline. Hence, being well-educated in informatics seemingly ensures good job perspectives. Further, policy makers pay attention to informatics education, hoping that a young population well-educated in this modern technology will contribute to the future wealth of the nation. But are such high aspirations justified What should school aim at in order to live up to such expectations ISSEP 2005, the 1st International Conference on Informatics in Secondary Schools - Evolution and Perspectives already showed that informatics teachers have to bridge a wide gap [1, 2]. On one hand, they have to show the inherent properties that informatics (or computer science) can contribute to general education. On the other hand, they are to make pupils computer literate. Under the constraint of limited time available for instruction, these different educational aims come into conflict. Computer-supported teaching or eLearning is to be considered distinct from informatics education. However, in many countries, informatics teachers still have to support the eTeaching activities of their colleagues.
Verlag: Springer Berlin Heidelberg, 2005
ISBN 10: 354025336X ISBN 13: 9783540253365
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Twenty years ago, informatics was introduced as a compulsory subject in A- trian secondary schools. During this period informatics has experienced drastic evolutions and even some shifts of paradigms. This applies to an even larger extent to the didactics of informatics. ISSEP-InformaticsinSecondarySchools,EvolutionandPerspectives-takes stock of how the developments in the eld are re ected in school throughout Europe. Teachersofinformaticsatsecondaryschoolsaswellaseducatorsofsuch teachers propose innovative methods of instruction, discuss the scope of overall informaticsinstruction,anddiscusshowinnovativeconceptscanbedisseminated to students in education as well as to active informatics teachers. Duetothepenetrationofinformationtechnologyintosocietyatlargeandinto schools in particular, the relationship between informatics and education leading togeneralcomputerliteracyortotheuseofIT-basedapproachesinconventional subjects, e-learning in school, is an evident focus of many contributions. According to the broad scope of the conference its proceedings are split into two volumes. This volume, From Computer Literacy to Informatics Fundam- tals, covers papers reporting on national strategies of informatics instruction and their evolution in accordance with the penetration of information proce- ing equipment in our daily life. In one way or another, these strategies strive to accommodate the needs of basic skills in information and communication te- nology (ICT) with educational principles that can be conveyed by informatics instruction in a traditional sense. Hence, the papers on national strategies are complementedintwoways: rstly,bycontributionsthatstrivetoidentifyfun- mental issues, informatics can contribute to the general education process of the youth; and, secondly, by papers presenting approaches on how to link or even to combine instruction about such informatics fundamentals with the need to introduce pupils to the productive use of ICT.
Verlag: Springer Berlin Heidelberg, 2008
ISBN 10: 3540699236 ISBN 13: 9783540699231
Anbieter: AHA-BUCH GmbH, Einbeck, Deutschland
Taschenbuch. Zustand: Neu. Druck auf Anfrage Neuware - Printed after ordering - Informatics Education - Supporting Computational Thinking contains papers presented at the Third International Conference on Informatics in Secondary Schools - Evolution and Perspective, ISSEP 2008, held in July 2008 in Torun, Poland. As with the proceedings of the two previous ISSEP conferences (2005 in Klag- furt, Austria, and 2006 in Vilnius, Lithuania), the papers presented in this volume address issues of informatics education transcending national boundaries and, the- fore, transcending differences in the various national legislation and organization of the educational system. Observing these issues, one might notice a trend. The p- ceedings of the First ISSEP were termed From Computer Literacy to Informatics F- damentals [1]. There, broad room was given to general education in ICT. The ECDL, the European Computer Driving License, propagated since the late 1990s, had pe- trated school at this time already on a broad scale and teachers, parents, as well as pupils were rather happy with this situation. Teachers had material that had a clear scope, was relatively easy to teach, and especially easy to examine. Parents had the assurance that their children learn 'modern and relevant stuff,' and for kids the c- puter was sufficiently modern so that anything that had to do with computers was c- sidered to be attractive. Moreover, the difficulties of programming marking the early days of informatics education in school seemed no longer relevant. Some colleagues had a more distant vision though.
Verlag: Springer Berlin Heidelberg, 2008
ISBN 10: 3540699236 ISBN 13: 9783540699231
Anbieter: moluna, Greven, Deutschland
Zustand: New.
Verlag: Springer Berlin Heidelberg, 2005
ISBN 10: 354025336X ISBN 13: 9783540253365
Anbieter: moluna, Greven, Deutschland
Zustand: New.