A Comparison of Abstraction and Algorithmic Tasks Used in Bebras Challenge

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F21%3A43902812" target="_blank" >RIV/60076658:12410/21:43902812 - isvavai.cz</a>

Výsledek na webu

<a href="https://infedu.vu.lt/journal/INFEDU/article/723/info" target="_blank" >https://infedu.vu.lt/journal/INFEDU/article/723/info</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.15388/infedu.2021.30" target="_blank" >10.15388/infedu.2021.30</a>

Jazyk výsledku

angličtina

Název v původním jazyce

A Comparison of Abstraction and Algorithmic Tasks Used in Bebras Challenge

Popis výsledku v původním jazyce

This paper focuses on the analysis of Bebras Challenge tasks to find Informatics tasks that develop abstract thinking. Our study seeks to find which Bebras tasks develop abstraction and in what way. We analysed hundreds of tasks from the Czech contest to identify those tasks requiring participants to abstract directly or use abstract structures. Results show that an agreement among experts on stating which task is focused on abstraction is at a moderate level. We discovered that tasks focused on abstraction occur four to five times less frequently in sets of contest tasks than algorithmic tasks. Our findings proved that abstract tasks results compared with algorithmic ones did not differ in neither age nor gender group of contestants.

Název v anglickém jazyce

A Comparison of Abstraction and Algorithmic Tasks Used in Bebras Challenge

Popis výsledku anglicky

This paper focuses on the analysis of Bebras Challenge tasks to find Informatics tasks that develop abstract thinking. Our study seeks to find which Bebras tasks develop abstraction and in what way. We analysed hundreds of tasks from the Czech contest to identify those tasks requiring participants to abstract directly or use abstract structures. Results show that an agreement among experts on stating which task is focused on abstraction is at a moderate level. We discovered that tasks focused on abstraction occur four to five times less frequently in sets of contest tasks than algorithmic tasks. Our findings proved that abstract tasks results compared with algorithmic ones did not differ in neither age nor gender group of contestants.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

<a href="/cs/project/TL03000222" target="_blank" >TL03000222: Rozvoj informatického myšlení pomocí situačních algoritmických problémů</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Informatics in Education

ISSN

1648-5831

e-ISSN

—

Svazek periodika

20

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

LT - Litevská republika

Počet stran výsledku

20

Strana od-do

717-736

Kód UT WoS článku

000731402000009

EID výsledku v databázi Scopus

2-s2.0-85122592209