| Nome |
# |
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La formazione degli insegnanti della classe 42/A – Informatica: l'esperienza dell'Università degli Studi di Milano, file dfa8b993-9b6e-748b-e053-3a05fe0a3a96
|
1.042
|
|
Informatica e pensiero computazionale : una proposta costruttivista per gli insegnanti, file dfa8b99b-544b-748b-e053-3a05fe0a3a96
|
496
|
|
Operator precedence languages : their automata-theoretic and logic characterization, file dfa8b994-fd0d-748b-e053-3a05fe0a3a96
|
384
|
|
How Challenging are Bebras Tasks? : An IRT Analysis Based on the Performance of Italian Students, file dfa8b992-a052-748b-e053-3a05fe0a3a96
|
374
|
|
Situated Learning with Bebras Tasklets, file dfa8b9a0-2c8c-748b-e053-3a05fe0a3a96
|
345
|
|
Differentiated Assessments for Advanced Courses that Reveal Issues with Prerequisite Skills: a Design Investigation, file dfa8b9a4-ee14-748b-e053-3a05fe0a3a96
|
337
|
|
DaVinci Goes to Bebras: A Study on the Problem Solving Ability of GPT-3, file 3b8a8a92-d121-4532-acca-0791f8b12cd7
|
222
|
|
Assessing How Pre-requisite Skills Affect Learning of Advanced Concepts, file dfa8b9a2-329f-748b-e053-3a05fe0a3a96
|
188
|
|
Frequency of symbol occurrences in simple non-primitive stochastic models, file dfa8b9a1-7e4a-748b-e053-3a05fe0a3a96
|
141
|
|
Educational robotics in primary school: Measuring the development of computational thinking skills with the bebras tasks, file dfa8b9a1-6420-748b-e053-3a05fe0a3a96
|
99
|
|
Local limit properties for pattern statistics and rational models, file dfa8b9a1-a43f-748b-e053-3a05fe0a3a96
|
99
|
|
Deterministic recognizability of picture languages with Wang automata, file dfa8b98f-8515-748b-e053-3a05fe0a3a96
|
89
|
|
Pattern statistics and Vandermonde matrices, file dfa8b9a1-7f30-748b-e053-3a05fe0a3a96
|
83
|
|
Characterizing the Nature of Programs for educational purposes, file 0d64e406-e8ac-4d22-9d3c-7716bd060e59
|
82
|
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The Number of Convex Permutominoes, file dfa8b9a2-3c87-748b-e053-3a05fe0a3a96
|
81
|
|
Frequency of symbol occurrences in bicomponent stochastic models, file dfa8b9a1-8e8e-748b-e053-3a05fe0a3a96
|
80
|
|
Fostering Strategic Knowledge and Program Comprehension Skills in Students Struggling with CS1, file dfa8b9a9-bde6-748b-e053-3a05fe0a3a96
|
70
|
|
On the number of occurrences of a symbol in words of regular languages, file dfa8b9a1-6966-748b-e053-3a05fe0a3a96
|
68
|
|
Toward an Inventory of Plans and Patterns, and Their Use to Foster Strategic Knowledge in Programming Novices, file dfa8b9a9-76b5-748b-e053-3a05fe0a3a96
|
61
|
|
Di cosa parliamo quando parliamo di `programmi', file d0008638-4019-4416-9c51-8a09b80b52b5
|
49
|
|
Introduction to the Special Issue, file dfa8b9a9-9eec-748b-e053-3a05fe0a3a96
|
31
|
|
All Green: How Different Age Groups Solved the Same Bebras Task, file cef0bc91-95f8-44aa-ab64-feede2bed4bb
|
28
|
|
Di cosa parliamo quando parliamo di programmi, file b4acf778-deeb-4d00-bf42-424832b8ab9e
|
21
|
|
How is Two Better Than One? An Observational Study on the Impact of Working in Pairs When Solving Bebras Tasks, file 39a2bc5b-a30a-4054-afd7-a43baae9bd8c
|
17
|
|
What We Talk About When We Talk About Programs, file 66a0cca9-c495-4644-8617-0781f6bdd489
|
16
|
|
Is coding the way to go?, file dfa8b993-4005-748b-e053-3a05fe0a3a96
|
14
|
|
Abstraction in Computer Science Education: An Overview, file dfa8b9aa-0a91-748b-e053-3a05fe0a3a96
|
14
|
|
Learning Iteration for Grades 2-3: Puzzles vs. UMC in Code.org, file 7260382a-e90f-4d7f-8cc0-3975645c0253
|
13
|
|
Pattern statistics and Vandermonde matrices, file dfa8b9a1-8d7d-748b-e053-3a05fe0a3a96
|
11
|
|
Frequency of symbol occurrences in bicomponent stochastic models, file dfa8b9a1-e884-748b-e053-3a05fe0a3a96
|
11
|
|
Getting Inspired by Bebras Tasks. How Italian Teachers Elaborate on Computing Topics, file dfa8b9aa-52bd-748b-e053-3a05fe0a3a96
|
11
|
|
On the number of occurrences of a symbol in words of regular languages, file dfa8b9a1-b326-748b-e053-3a05fe0a3a96
|
10
|
|
Learning Iteration for Grades 2-3: Puzzles vs. UMC in Code.org, file 42f4aaae-2887-46e1-9956-7ce196600ba4
|
9
|
|
Toward a theory of input-driven locally parsable languages, file dfa8b999-b155-748b-e053-3a05fe0a3a96
|
9
|
|
Informatics education in italian secondary schools, file dfa8b994-3208-748b-e053-3a05fe0a3a96
|
6
|
|
Informatics education in italian secondary schools, file dfa8b994-b127-748b-e053-3a05fe0a3a96
|
4
|
|
Informatics and Computational Thinking: A Teacher Professional Development Proposal Based on Social-Constructivism, file dfa8b99c-3c60-748b-e053-3a05fe0a3a96
|
4
|
|
How Pupils Solve Online Problems: An Analytical View, file dfa8b99e-8dde-748b-e053-3a05fe0a3a96
|
4
|
|
Bebras as a Teaching Resource, file dfa8b999-44f3-748b-e053-3a05fe0a3a96
|
3
|
|
A Platform for the Italian Bebras, file dfa8b99a-e0bc-748b-e053-3a05fe0a3a96
|
3
|
|
A Core Informatics Curriculum for Italian Compulsory Education, file dfa8b99c-6659-748b-e053-3a05fe0a3a96
|
3
|
|
An Analysis of the Performance of Italian Schools in Bebras and in the National Student Assessment INVALSI, file dfa8b99f-6dae-748b-e053-3a05fe0a3a96
|
3
|
|
Situated Learning with Bebras Tasklets, file dfa8b9a0-10a0-748b-e053-3a05fe0a3a96
|
3
|
|
Fostering program comprehension in novice programmers : learning activities and learning trajectories, file dfa8b9a1-4b10-748b-e053-3a05fe0a3a96
|
3
|
|
Algomotricità: manipolare i fondamenti dell’informatica, file dfa8b9a3-8cbd-748b-e053-3a05fe0a3a96
|
3
|
|
Le prove INVALSI e i processi di insegnamento e apprendimento della matematica nella scuola primaria, file dfa8b9a8-c43e-748b-e053-3a05fe0a3a96
|
3
|
|
To Be Or Not To Be... An Algorithm: The Notion According to Students and Teachers, file 0594315f-69f2-4666-9578-28e4bce344a5
|
2
|
|
A playful tool to introduce lower secondary school pupils to recursive thinking, file dfa8b996-5d99-748b-e053-3a05fe0a3a96
|
2
|
|
Bebras as a Teaching Resource, file dfa8b999-4e66-748b-e053-3a05fe0a3a96
|
2
|
|
Nothing to fear but fear itself: introducing recursion in lower secondary schools, file dfa8b999-7667-748b-e053-3a05fe0a3a96
|
2
|
|
Promoting Computational Thinking Skills: Would You Use this Bebras Task?, file dfa8b999-77b1-748b-e053-3a05fe0a3a96
|
2
|
|
How presentation affects the difficulty of computational thinking tasks, file dfa8b999-8c20-748b-e053-3a05fe0a3a96
|
2
|
|
Learning Greedy Strategies at Secondary Schools: An Active Approach, file dfa8b999-b567-748b-e053-3a05fe0a3a96
|
2
|
|
Program Comprehension: Identifying Learning Trajectories for Novice Programmers, file dfa8b99e-ec74-748b-e053-3a05fe0a3a96
|
2
|
|
Behind the Shoulders of Bebras Teams: Analyzing How They Interact with the Platform to Solve Tasks, file dfa8b9a4-1f85-748b-e053-3a05fe0a3a96
|
2
|
|
How plans occur in novices' programs: A method to evaluate program-writing skills, file dfa8b9a4-7c1d-748b-e053-3a05fe0a3a96
|
2
|
|
Empirical Evaluation of a Differentiated Assessment of Data Structures: The Role of Prerequisite Skills, file d3f99a8a-3829-4688-87ef-a80d238be57a
|
1
|
|
Exploring the processing of formatted texts by a kynesthetic approach, file dfa8b994-747f-748b-e053-3a05fe0a3a96
|
1
|
|
Locally chain-parsable languages, file dfa8b994-867d-748b-e053-3a05fe0a3a96
|
1
|
|
Extracurricular activities for improving the perception of informatics in secondary schools, file dfa8b994-8e5b-748b-e053-3a05fe0a3a96
|
1
|
|
What’s the fun in informatics? working to capture children and teachers into the pleasure of computing, file dfa8b994-9541-748b-e053-3a05fe0a3a96
|
1
|
|
What you see is what you have in mind : constructing mental models for formatted text processing, file dfa8b994-ab53-748b-e053-3a05fe0a3a96
|
1
|
|
Promoting Computational Thinking Skills: Would You Use this Bebras Task?, file dfa8b99f-7c90-748b-e053-3a05fe0a3a96
|
1
|
|
On the maximum coefficients of rational formal series in commuting variables, file dfa8b9a1-37a9-748b-e053-3a05fe0a3a96
|
1
|
|
Local limit distributions in pattern statistics: beyond the Markovian models, file dfa8b9a1-3aac-748b-e053-3a05fe0a3a96
|
1
|
|
Pattern occurrences in multicomponent models, file dfa8b9a1-680e-748b-e053-3a05fe0a3a96
|
1
|
|
The complexity of unary tiling recognizable picture languages: nondeterministic and unambiguous cases, file dfa8b9a1-7887-748b-e053-3a05fe0a3a96
|
1
|
|
On the complexity of unary tiling-recognizable picture languages, file dfa8b9a1-7bf8-748b-e053-3a05fe0a3a96
|
1
|
|
Local limit properties for pattern statistics and rational models, file dfa8b9a1-8d7e-748b-e053-3a05fe0a3a96
|
1
|
|
Pattern statistics in bicomponent stochastic models, file dfa8b9a1-9044-748b-e053-3a05fe0a3a96
|
1
|
|
All Green: How Different Age Groups Solved the Same Bebras Task, file eb80677e-90cf-46f9-92b2-b054827b9942
|
1
|
|
What We Talk About When We Talk About Programs, file ee064b78-1dd0-4c89-bab2-8191c5d88293
|
1
|
| Totale |
4.683 |