| 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
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1.064
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Informatica e pensiero computazionale : una proposta costruttivista per gli insegnanti, file dfa8b99b-544b-748b-e053-3a05fe0a3a96
|
496
|
|
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
|
346
|
|
Differentiated Assessments for Advanced Courses that Reveal Issues with Prerequisite Skills: a Design Investigation, file dfa8b9a4-ee14-748b-e053-3a05fe0a3a96
|
341
|
|
Weighing the impact of ICT on "modular" SMEs, file dfa8b98e-2fbf-748b-e053-3a05fe0a3a96
|
314
|
|
DaVinci Goes to Bebras: A Study on the Problem Solving Ability of GPT-3, file 3b8a8a92-d121-4532-acca-0791f8b12cd7
|
224
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Assessing How Pre-requisite Skills Affect Learning of Advanced Concepts, file dfa8b9a2-329f-748b-e053-3a05fe0a3a96
|
193
|
|
Constructionist Attempts at Supporting the Learning of Computer Programming: A Survey, file dfa8b99e-e134-748b-e053-3a05fe0a3a96
|
155
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Freeing Cooperation from Servers Tyranny, file dfa8b9a0-2262-748b-e053-3a05fe0a3a96
|
125
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Eiffel nello sviluppo software in gruppi di lavoro complessi, file dfa8b9a8-e7d5-748b-e053-3a05fe0a3a96
|
116
|
|
[ITADINFO] Convegno Italiano sulla Didattica dell’Informatica, file 14a117c9-9f48-4ff9-8ecf-9f5831d868a1
|
112
|
|
Characterizing the Nature of Programs for educational purposes, file 0d64e406-e8ac-4d22-9d3c-7716bd060e59
|
83
|
|
Constructionist Attempts at Supporting the Learning of Computer Programming: A Survey, file dfa8b99f-1ff6-748b-e053-3a05fe0a3a96
|
54
|
|
Di cosa parliamo quando parliamo di `programmi', file d0008638-4019-4416-9c51-8a09b80b52b5
|
49
|
|
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
|
22
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Ingannare con la trasparenza, file dfa8b999-0ed6-748b-e053-3a05fe0a3a96
|
21
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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
|
|
Learning Iteration for Grades 2-3: Puzzles vs. UMC in Code.org, file 7260382a-e90f-4d7f-8cc0-3975645c0253
|
17
|
|
What We Talk About When We Talk About Programs, file 66a0cca9-c495-4644-8617-0781f6bdd489
|
16
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|
Using graph transformation systems to specify and verify data abstractions, file dfa8b99e-baf4-748b-e053-3a05fe0a3a96
|
16
|
|
Is coding the way to go?, file dfa8b993-4005-748b-e053-3a05fe0a3a96
|
14
|
|
Learning Iteration for Grades 2-3: Puzzles vs. UMC in Code.org, file 42f4aaae-2887-46e1-9956-7ce196600ba4
|
13
|
|
Distributed CTL model checking using MapReduce : theory and practice, file dfa8b994-a698-748b-e053-3a05fe0a3a96
|
7
|
|
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
|
|
CTL model checking in the cloud using MapReduce, file dfa8b991-ee01-748b-e053-3a05fe0a3a96
|
3
|
|
Security games for node localization through verifiable multilateration, file dfa8b993-d41f-748b-e053-3a05fe0a3a96
|
3
|
|
Coverability analysis of time basic petri nets with non-urgent behavior, file dfa8b997-a219-748b-e053-3a05fe0a3a96
|
3
|
|
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
|
|
Algomotricità: manipolare i fondamenti dell’informatica, file dfa8b9a3-8cbd-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
|
|
Analysis of aspect-oriented models using graph transformation systems, file dfa8b993-d5e5-748b-e053-3a05fe0a3a96
|
2
|
|
Symbolic state space exploration of RT systems in the cloud, file dfa8b994-8e5a-748b-e053-3a05fe0a3a96
|
2
|
|
A playful tool to introduce lower secondary school pupils to recursive thinking, file dfa8b996-5d99-748b-e053-3a05fe0a3a96
|
2
|
|
A security game model for remote software protection, file dfa8b997-6848-748b-e053-3a05fe0a3a96
|
2
|
|
Turing : la nascita dell'intelligenza artificiale, file dfa8b997-aa47-748b-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
|
|
Behind the Shoulders of Bebras Teams: Analyzing How They Interact with the Platform to Solve Tasks, file dfa8b9a4-1f85-748b-e053-3a05fe0a3a96
|
2
|
|
Empirical Evaluation of a Differentiated Assessment of Data Structures: The Role of Prerequisite Skills, file d3f99a8a-3829-4688-87ef-a80d238be57a
|
1
|
|
MaRDiGraS : simplified building of reachability graphs on large clusters, file dfa8b993-767c-748b-e053-3a05fe0a3a96
|
1
|
|
Exploring the processing of formatted texts by a kynesthetic approach, file dfa8b994-747f-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
|
|
Using code normalization for fighting self-mutating malware, file dfa8b995-b089-748b-e053-3a05fe0a3a96
|
1
|
|
Turing : la nascita dell'intelligenza artificiale, file dfa8b997-bbe3-748b-e053-3a05fe0a3a96
|
1
|
|
A Formal Framework for Specifying and Verifying Microservices Based Process Flows, file dfa8b99a-35af-748b-e053-3a05fe0a3a96
|
1
|
|
Learning to Program in a Constructionist Way, file dfa8b99c-083d-748b-e053-3a05fe0a3a96
|
1
|
|
Problem Posing and Programming as a General Approach to Foster the Learning of Mathematics, file dfa8b99e-b188-748b-e053-3a05fe0a3a96
|
1
|
|
Promoting Computational Thinking Skills: Would You Use this Bebras Task?, file dfa8b99f-7c90-748b-e053-3a05fe0a3a96
|
1
|
|
Malaj: A Proposal to Eliminate Clashes Between Aspect oriented Programming and Object Oriented Programming, file dfa8b9a8-3d17-748b-e053-3a05fe0a3a96
|
1
|
|
L'importanza di chiamarlo file, file dfa8b9a9-f3e8-748b-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
|
|
ITiCSE 2023 Preview, file f5a69b02-88b0-4ad3-bf30-95651fa4aec4
|
1
|
| Totale |
4.303 |