arXiv subjects

Mária Csernoch

Publications and source records attributed to Mária Csernoch.

3 recordsLinked to original sources

arXiv2024

Subject integration with spreadsheets -- Ignoring education is the greatest risk ever

Within the framework of Technological Pedagogical and Content Knowledge, subject integration is one possible solution for the introduction of meaningful digitalization and digitization in schools. This process incorporates that any school subject can be taught with digital support, informatics (computer) classes can be contextualized, and the gap between 'serious informatics' and 'digital literacy' can be minimized. The present paper details how three traditional Grade 3 tasks can be solved in spreadsheets, what skills, competencies, and computer science knowledge of both teachers and students can be developed. The solutions also reveal that analysing, understanding, planning, and discussing tasks is as important as the activity in the spreadsheets, which process plays a crucial role in the preparation of students for their future jobs.

cs.HC↗

arXiv2020

From webtables to datatables

Webtables -- tables and table-like structures on webpages -- are excellent sources for teaching spreadsheeting, in commercial and professional organisations by utilizing and developing knowledge-transfer items, presenting and handling various real-world problems and solutions, discussing and debugging, and in general, developing and utilizing computational thinking skills. In the present paper the conversion process of one of the LOL Boards (League of Legends, Riot Games Inc. 2019) is detailed. After presenting the algorithm of the conversion, two solutions are offered -- one in a word processor, the other purely in a spreadsheet application -- leaving space for discussions, inventing other solutions and combining them.

cs.SE↗

arXiv2017

Teaching methods are erroneous: approaches which lead to erroneous end-user computing

If spreadsheets are not erroneous then who, or what, is? Research has found that end-users are. If end-users are erroneous then why are they? Research has found that responsibility lies with human beings' fast and slow thinking modes and the inappropriate way they use them. If we are aware of this peculiarity of human thinking, then why do we not teach students how to train their brains? This is the main problem, this is the weakest link in the process: teaching. We have to make teachers realize that end-users are erroneous because of the erroneous teaching approaches to end-user computing. The proportion of fast and slow thinking modes is not constant, and teachers are mistaken when they apply the same proportion in both the teaching and end-user roles. Teachers should believe in the incremental nature of science and have high self-efficacy to make students understand and appreciate science. This is not currently the case in ICT and CS, and it is high time fundamental changes were introduced.

cs.CY↗