A Bebras short task, a tasklet, is designed to provide a source for exploring a computational thinking concept: at the end of the contest it could be used as a starting point to delve deeper into a computing topic. In this paper we report an experience which aims at taking full advantage of the potential of Bebras tasklets. A math teacher asked her pupils to act as Bebras “trainers” for younger mates. The pupils, in pairs, were assigned to design and prepare a tangible game inspired by a Bebras tasklet, devised for the younger pupils to practice. They also had to explain the game to the younger pupils, make them play and support them in solving it. In carrying out this assignment the pupils acting as trainers had to deeply explore the Bebras tasklet and face its computational thinking challenge, and also practiced soft skills as collaborating with peers towards a common goal, adapting language and communicative style to engage with younger mates, devising and designing a tangible object, and planning its creation. The experience proved that using Bebras tasklets as the social and cultural context for situated learning of computational thinking competencies is indeed quite productive.
Situated Learning with Bebras Tasklets / C. Bellettini, V. Lonati, M. Monga, A. Morpurgo, M. Palazzolo (LECTURE NOTES IN COMPUTER SCIENCE). - In: Informatics in Schools : New Ideas in School Informatics / [a cura di] S. Pozdniakov, V. Dagienė. - [s.l] : Springer, 2019 Nov. - ISBN 9783030337582. - pp. 225-239 (( Intervento presentato al 12. convegno International Conference on Informatics in Schools: Situation, Evolution, and Perspectives tenutosi a Larnaca nel 2019.
Situated Learning with Bebras Tasklets
C. Bellettini;V. Lonati;M. Monga;A. Morpurgo;
2019
Abstract
A Bebras short task, a tasklet, is designed to provide a source for exploring a computational thinking concept: at the end of the contest it could be used as a starting point to delve deeper into a computing topic. In this paper we report an experience which aims at taking full advantage of the potential of Bebras tasklets. A math teacher asked her pupils to act as Bebras “trainers” for younger mates. The pupils, in pairs, were assigned to design and prepare a tangible game inspired by a Bebras tasklet, devised for the younger pupils to practice. They also had to explain the game to the younger pupils, make them play and support them in solving it. In carrying out this assignment the pupils acting as trainers had to deeply explore the Bebras tasklet and face its computational thinking challenge, and also practiced soft skills as collaborating with peers towards a common goal, adapting language and communicative style to engage with younger mates, devising and designing a tangible object, and planning its creation. The experience proved that using Bebras tasklets as the social and cultural context for situated learning of computational thinking competencies is indeed quite productive.File | Dimensione | Formato | |
---|---|---|---|
issep2019_alpi.pdf
accesso aperto
Tipologia:
Post-print, accepted manuscript ecc. (versione accettata dall'editore)
Dimensione
2.26 MB
Formato
Adobe PDF
|
2.26 MB | Adobe PDF | Visualizza/Apri |
2019_Chapter_.pdf
accesso riservato
Tipologia:
Publisher's version/PDF
Dimensione
2.71 MB
Formato
Adobe PDF
|
2.71 MB | Adobe PDF | Visualizza/Apri Richiedi una copia |
Pubblicazioni consigliate
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.