Abstract
The paper deals with students’ participation in the Bebras challenge on Informatics and Computational Thinking in Lithuania in 2010–2015. As noticed, secondary school students have an opportunity to learn the basic informatics concepts during the participation in the Bebras challenge. Analyses of a large amount of data from participants’ task solving records are provided. Additionally, observation of the task difficulty level of the Bebras contest in the past 6 years is presented. The target group, on which a research study was focused, is a group of students who solved tasks 6 years in turn. A detailed overview of their results provides an understanding how the participants have solved tasks over these years. The importance of algorithmic thinking as an opportunity for students to learn and understand the basics of informatics as well as develop their computational thinking skills is emphasised. The results of data analysis highlight the importance of students’ achievements by a long-term participation.
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Acknowledgements
The research is partially supported by the Google CS4HS initiative – many thanks! Also, the authors would like to explicitly thank all members of the international Bebras challenge on informatics and computational thinking community that took part in task development and influenced in this way the outcome of this paper.
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Stupurienė, G., Vinikienė, L., Dagienė, V. (2016). Students’ Success in the Bebras Challenge in Lithuania: Focus on a Long-Term Participation. In: Brodnik, A., Tort, F. (eds) Informatics in Schools: Improvement of Informatics Knowledge and Perception. ISSEP 2016. Lecture Notes in Computer Science(), vol 9973. Springer, Cham. https://doi.org/10.1007/978-3-319-46747-4_7
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