A Comparison of Abstraction and Algorithmic Tasks Used in Bebras Challenge

Autor/inn/en	Vanícek, Jirí; Simandl, Václav; Klofác, Patrik
Titel	A Comparison of Abstraction and Algorithmic Tasks Used in Bebras Challenge
Quelle	In: Informatics in Education, 20 (2021) 4, S.717-736 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1648-5831
Schlagwörter	Abstract Reasoning; Thinking Skills; Foreign Countries; Computer Science Education; Secondary Education; Difficulty Level; Computation; Competition; Classification; Age Differences; Gender Differences; Information Science; Czech Republic + Suchen Sie Ihr Suchwort? Abstraktes Denken; Denken; Denkfähigkeit; Ausland; Computer science lessons; Informatikunterricht; Sekundarbereich; Schwierigkeitsgrad; Wettkampf; Classification system; Klassifikation; Klassifikationssystem; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Informationswissenschaft; Tschechische Republik
Abstract	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. (As Provided).
Anmerkungen	Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01