Bebras: A Social Approach for Concept Based Learning of Informatics and Computational Thinking

Abstract

The International Informatics and Computational Thinking Challenge, which is more widely known as Bebras, or Bilge Kunduz in Turkey, has become an increasingly popular event worldwide over the past 15 years, with more countries becoming involved, and reaching more students each and every year. Current participation stands at around 2,614,000 students across 45 countries. The Bilge Kunduz (Bebras) challenge is a multifunctional and wide-ranging event that focusses on computational thinking skills based on the concepts of informatics. The event has been organised in Turkey for the past five years, with participation increasing each year. In this context, the aim of the current study is to share the theoretical background of the challenge and to report on data obtained by examining the event held in Turkey over the past four years. The study group of this research study is composed of 97,494 Turkish primary school students from the 5th and 6th grades. Split by event year, the group consists of 13,784 students from the 2015 challenge, 15,678 from 2016, 24,282 from 2017, and 43,750 students from 2018 who participated in the challenge. All of the students participated voluntarily. Descriptive research method was used in this study. When the nationwide activity results were examined, it was observed that female participants were more successful than male participants, that 6th graders were more successful than 5th graders, and that private school students were more successful than those from public state schools.

Keywords

• informatics,computational thinking,computer science,Bebras

Bilge Kunduz: Enformatik ve Bilgi İşlemsel Düşünmeyi Kavram Temelli Öğrenme Yaklaşımı

Abstract

Bilge Kunduz (Bebras) farklı ülkelerin katılımıyla 15 yıldır devam eden uluslararası bir etkinliktir. Etkinlik her yıl daha fazla ülkede, daha fazla öğrenciye ulaşmaktadır. 2018 yılında 45 ülkede 2,614,000 öğrencinin katılımı ile gerçekleşen Bilge Kunduz etkinliği, enformatik kavramına dayalı olarak bilgi işlemsel düşünme becerisi kazandırmayı amaçlayan, çok işlevli ve geniş katılımlı bir etkinliktir. Benzer biçimde, ülkemizde son beş yıldır düzenlenen etkinliğe katılım her geçen yıl artmaktadır. Bu bağlamda bu makalenin amacı, etkinliğin kuramsal ve teknik altyapısının aktarılması ve son dört yıla ilişkin etkinlik sonuçlarının incelenmesiyle elde edilen verilerin paylaşılmasıdır. Araştırmanın çalışma grubunu Türkiye’de ilköğretim 5. ve 6. sınıf düzeyinde eğitimine devam eden 2015 yılında 13.784 öğrenci, 2016 yılında 15,678 öğrenci, 2017 yılında 24,282 öğrenci ve 2018 yılında ise 43,750 öğrenci olmak üzere toplamda 97,494 kişi oluşturmaktadır. Öğrenciler etkinliğe öğretmenlerinin yönlendirmesi ile gönüllü olarak katılmıştır. Çalışmada betimsel araştırma yöntemi benimsenmiştir. Ülke çapında son dört yıla ilişkin etkinlik sonuçları incelendiğinde, kadın katılımcıların erkek katılımcılardan, 6. sınıf katılımcılarının 5. sınıf katılımcılarından ve özel okulların devlet okullarından daha başarılı olduğu gözlenmiştir.

Keywords

• enformatik,bilgi-işlemsel düşünme,bilge kunduz,bebras

References

1. Araujo, A. L. S. O., Andrade, W. L., Guerrero, D. D. S. & Melo, M. R. A. (2019). How Many Abilities Can We Measure in Computational Thinking?: A Study on Bebras Challenge. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 545-551). ACM.
2. Boom, K. D., Bower, M., Arguel, A., Siemon, J., & Scholkmann, A. (2018, July). Relationship between computational thinking and a measure of intelligence as a general problem-solving ability. In Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (pp. 206-211). ACM.
3. Calcagni, A., Lonati, V., Malchiodi, D., Monga, M., & Morpurgo, A. (2017, November). Promoting Computational Thinking Skills: Would You Use this Bebras Task?. In International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (pp. 102-113). Springer, Cham.
4. Chen, G., Shen, J., Barth-Cohen, L., Jiang, S., Huang, X., & Eltoukhy, M. (2017). Assessing elementary students’ computational thinking in everyday reasoning and robotics programming. Computers & Education, 109, 162-175.
5. Chen, J. M., Wu, T. T., & Sandnes, F. E. (2018, August). Exploration of Computational Thinking Based on Bebras Performance in Webduino Programming by High School Students. In International Conference on Innovative Technologies and Learning (pp. 443-452). Springer, Cham.
6. Chiazzese, G., Arrigo, M., Chifari, A., Lonati, V., & Tosto, C. (2018, October). Exploring the Effect of a Robotics Laboratory on Computational Thinking Skills in Primary School Children Using the Bebras Tasks. In Proceedings of the Sixth International Conference on Technological Ecosystems for Enhancing Multiculturality (pp. 25-30). ACM.
7. Dagienė, V., Pelikis, E. & Stupurienė, G. (2015). Introducing Computational Thinking through a Contest on Informatics: Problem-solving and Gender Issues. Information Sciences, 73, 55-63.
8. Dagienė, V. & Futschek, G. (2008). Bebras International Contest on Informatics and Computer Literacy: Criteria for Good Tasks. In R.T. Mittermeir & M.M. Syslo (Eds.), Informatics Education –Supporting Computational Thinking. Lect. Notes in Computer Science (pp. 19-30). Springer.

9. Dagienė, V., & Sentance, S. (2016, October). It’s computational thinking! Bebras tasks in the curriculum. International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (pp. 28-39). Springer, Cham.
10. Dagienė, V., Futschek, G. Bebras International Contest on Informatics and Computer Literacy: Criteria for Good Tasks. In R.T. Mittermeir & M.M. Syslo (Eds.), Lect. Notes in Computer Science, Informatics Education – Supporting Computational Thinking (pp. 28-39).
11. Dagienė, V., Stupurienė, G. (2016). Bebras – a Sustainable Community Building Model for the Concept Based Learning of Informatics and Computational Thinking. Informatics in Education, 15 (1), 25-44.
12. Dagienė, V., Stupurienė, G., & Vinikienė, L. (2016). Promoting Inclusive Informatics Education Through the Bebras Challenge to All K-12 Students. Proceedings of the 17th International Conference on Computer Systems and Technologies 2016 (pp. 407-414). ACM.
13. Djambong, T., Freiman, V., Gauvin, S., Paquet, M., & Chiasson, M. (2018). Measurement of Computational Thinking in K-12 Education: The Need for Innovative Practices. In Sampson D., Ifenthaler D., Spector J., Isaías P. (eds) Digital Technologies: Sustainable Innovations for Improving Teaching and Learning (pp. 193-222). Springer, Cham.
14. Hammer, S., Zehetmeier, D., Böttcher, A., & Thurner, V. (2018, April). Evaluation of a diagnostic test for cognitive competences that are relevant for computer science: Detailed focus on methodical competences. Global Engineering Education Conference (EDUCON), 2018 IEEE (pp. 616-623). IEEE.
15. Ignatova, N., Dagienė, V., Kubilinskienė, S. (2015). ICT-based learning personalization affordance in the context of implementation of constructionist learning activities. Informatics in Education, 14 (1), 53–67.
16. Kalas, I. & Tomcsanyiova, M. (2009).Students’ Attitude to Programming in Modern Informatics. Informática na Educa-ção: teoria & prática, Porto Alegre, 12(1), 127–135.
17. Lutz, C., Berges, M., Hafemann, J., & Sticha, C. (2018, October). Piaget’s Cognitive Development in Bebras Tasks-A Descriptive Analysis by Age Groups. International Conference on Informatics in Schools: Situation, Evolution, and Perspectives(pp. 259-270). Springer, Cham.
18. Opmanis, M., Dagienė, V., Truu, A. (2006) Task types at “Beaver” contests. In V. Dagienė, R. Mittermeir (Eds)Information Technologies at School (pp. 509-519).
19. Pérez, A. D. F., & Valladares, G. M. (2018). Development and assessment of computational thinking: A methodological proposal and a support tool. Global Engineering Education Conference (EDUCON), 2018 IEEE (pp. 787-795). IEEE.
20. Pohl, W. & Westmeyer, J. (2015). Content Categories for Informatics Tasks. The Proceedings of International Conference on Informatics in Schools: Situation, Evolution and Perspectives—ISSEP 2015,p. 61
21. Wiebe, E., London, J., Aksit, O., Mott, B. W., Boyer, K. E., & Lester, J. C. (2019, February). Development of a Lean Computational Thinking Abilities Assessment for Middle Grades Students. Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 456-461). ACM