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En aquest TFM s'ha desenvolupat una nova metodologia per potenciar el Pensament Computacional (PC) en l'ESO, a partir de les preguntes de les proves Castor. El primer capítol exposa la manca d'activitats de pensament computacional en el currículum de secundària, i la davallada de matriculacions de dones en les universitats d'informàtica. En el segon capítol, s'introdueix el concepte d'alfabetització digital, es presenten els motius pels quals és important ensenyar PC a les aules i què són i com funcionen les proves Castor. A continuació, en el tercer capítol es detallen els passos a seguir per l'acompliment dels objectius; triatge de les activitats de les proves Castor, el disseny del material didàctic i definició dels indicadors per avaluar l'impacte de l'execució en un centre educatiu. La descripció del procés creatiu es troba en el capítol quatre, en el que es detallen les fases de desenvolupament de la confecció de l'activitat, el material per a l'alumnat i el docent creat, i els indicadors que definiran l'èxit i com s'extrauran durant la implementació. Tot seguit, en el capítol cinc, s'analitzen i avaluen els indicadors recollits durant la implementació de la metodologia dissenyada, en el nivell de 3r d'ESO d'un institut públic, amb una mostra de 86 alumnes. Per acabar, en el capítol sis hi ha el recull de les accions realitzades en la confecció de les diferents fases del treball, les conclusions de l'experimentació de la metodologia i propostes de millora.

The aim of this work is to create a web application that will enables the creation of online questionnaires used to nd out the opinions of participants of the Bob°ík informatics competition. The questionnaires created by the application contain several kinds of questions (a question with a text answer, a question with a choice of multiple options, etc.). The application is connected to the competition database. As a result, it is possible to include in the questionnaire the names of the competition questions, both for entering questions and for answers o ered. The application allows export of acquired data to xlsx les. The functionality of the questionnaire system was veri ed in practice by questioning the participants of the school round of the competition. The obtained data were statistically evaluated. The research showed that men believe more in themselves in the eld of computer science than women. Furthermore, it was found that there is a linear relationship between the subjectively perceived di culty of the competition tasks and the degree of non-response to the question. In the theoretical part of the thesis are free online systems which are described that allow the creation of questionnaires with di erent types of questions

Bebras is an award-winning, international contest and challenge in informatics that has been running for 12 years in primary and secondary schools, with 50 countries now participating. From a single contest-focused annual event the Bebras developed to a multifunctional challenge; an activities-based educational community-building network has grown up where the development of Bebras tasks has taken a very significant role. Bebras tasks present a motivating way to introduce computer science concepts to students as well as developing computational thinking skills. Tasks are categorized in terms of the concepts being covered, and each task includes an explanation of how the task relates to informatics. In this paper we propose that Bebras tasks can be used within the school curriculum (whether it is called informatics, computer science, computing or information technology) to promote computational thinking and provide teaching materials. We give examples of Bebras tasks that could be incorporated into the curriculum, and make recommendations for schools wishing to develop children’s computational thinking skills.

Straipsnyje nagrinėjamos tokios problemos: informatikos mokymas naudojant neformalųjį ugdymo būdą (konkursus, varžybas), informatikos pagrindinių konceptų mokymas trumpomis patraukliomis užduotimis, informatinio mąstymo (anglų k. computational thinking) ugdymas, merginų ir vaikinų skirtumai sprendžiant informatikos užduotis. Autorių tyrimas remiasi šios srities kontekstine šaltinių analize ir didelio kiekio sukauptų duomenų statistine analize (atsakymai gauti iš 23,5 tūkst. respondentų). Straipsnyje vartojama nauja, lietuviškose publikacijose dar nevartota informatinio mąstymo sąvoka, kuriai Europos šalyse skiriama vis daugiau dėmesio ir manoma tai esant vienu iš svarbiausių XXI amžiaus ugdymo iššūkių mokykloje. Aptariamos šios sąvokos ypatybės, sunkumai rasti tinkamą lietuvišką atitikmenį, nagrinėjamas operacinis informatinio mąstymo apibrėžimas. Straipsnyje apžvelgiami kognityvūs merginų ir vaikinų skirtumai sprendžiant informatikos užduotis, skirtas informatiniam mąstymui ugdyti. Trumpai pristatomas tarptautinis informatikos konkursas „Bebras“, analizuojama, kaip šis konkursas padeda ugdyti mokinių informatinio mąstymo gebėjimus. Straipsnyje analizuojami 2013 m. konkurso dalyvių sprendimo rezultatai, atsižvelgiama į dalyvių amžiaus grupes, lytį, ieškoma sąsajų su uždavinių kategorijomis. Išsamiau nagrinėjami tie uždaviniai, kurių vaikinų ir merginų rezultatai skiriasi reikšmingai. The main purpose of this paper is to represent the notion of the computational thinking for Lithuanian audience. Problem solving and computational thinking are important abilities that pupils should obtain in their daily activities by using different means and techniques. Very little research specifically exploring gender differences in young children’s problem solving and programming abilities exists, most likely because computational thinking is still a very little investigated domain. The paper discusses the issue of pupils’ cognitive abilities on computational thinking and problem-solving in an annually organized contest Bebras on informatics (computer science) and computer fluency. Running the contest for more than ten years, we have noticed that the pupils (and their teachers) consider the contest experience very engaging and exciting as well as a learning experience on computational thinking and problem solving. A Bebras contest is a tool to involve pupils of all grades (the Bebras contest is developed to be run in five age groups from primary to upper secondary school) as the tasks-solving activity. The crucial point of the contest is questions (tasks): they focus on the informatics concepts, they are short, attractive, answerable in a few minutes, half of them have the multiple-choice answers and another half have interactive components (solving by dragging, clicking, sorting, etc.). The study focuses on the results of nearly 24 000 students aged 11–18. In the paper, the main focus is on how girls and boys have performed the tasks within different age groups and whether there are any differences or similarities.

The aim of this bachelor´s work is to create a web application using PHP language. It will enable authorized persons to detect cheating individuals in the competition Bebras contest. It is needed to analyze phenomenons which can point to cheating by contestants. I will create methods based on these phenomenons which will search and save lists of contestants who are susspected of cheating. Further more these lists will be making comparisons among themselves and they will numerically evaluate the probability of cheating of contestant based on the data. Suspicious-looking contestants will be saved into database table together with data in which lists the suspect is placed. Authorized person will be able to load complete list of suspicious participants or its part according to entered criterion from this database.

Straipsnyje nagrinėjamas informatikos ir informacinių technologijų konkurso „Bebras“ pastarųjų penkerių metų uždavinių, susijusių su grafais, sprendimas. Nei bendrojo ugdymo mokyklos matematikos programoje, nei dabartiniame informacinių technologijų kurse grafams neskiriama dėmesio, nors realiame gyvenime jų nuolatos prireikia. Grafų uždaviniai sudaro nemažą dalį informatikos konkurso „Bebras“ uždavinių, jie skiriami įvairaus amžiaus mokiniams. Atlikta analizė parodė, kad uždaviniai aprėpia įvairias grafų temas: supažindinama su grafo sąvoka ir vizualizavimu, ieškoma trumpiausio kelio, atliekama paieška į gylį arba į plotį, apdorojamas dvejetainis medis, ieškoma galimų kelių, taikomi srautų, keliaujančio pirklio ir panašūs algoritmai. Mokiniai, nors ir formaliai nesimoko grafų teorijos, mokykloje nesprendžia grafų uždavinių, tačiau dalyvaudami konkurse „Bebras“ tokias užduotis mėgsta spręsti, ypač interaktyvias. Atlikus analizę paaiškėjo, kad konkurso metu daugiausia pateikiama grafų uždavinių, kurie susiję su kelio paieška. The main purpose of this paper is to analyse the solution of graph-based tasks from the 2010–2014 informatics contest "Bebras". The graph theory is not a compulsory subject in the Lithuanian curricula, but it is very interesting in the daily life. A lot of graph-based tasks are in the international informatics contest, and they are appointed for pupils of all ages. The analysis shows that the tasks cover various topics of graph theory: introduction to the graph concept, the shortest path problem, the binary tree, the depth-first search and breadth-first search, the travelling salesman problem and other algorithms. The most popular graph-based tasks are related to the path search. There are a lot of very attractive tasks in the "Bebras" contest, and this can be one of the non-formal ways to present the graph theory to pupils.