Journal: Bulletin of EATCS

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European Association for Theoretical Computer Science

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ISSN

0252-9742

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Publications 1 - 10 of 16
  • How Teaching Informatics Can Contribute to Improving Education in General
    Item type: Journal Article
    Hromkovič, Juraj; Lacher, Regula (2023)
    Bulletin of EATCS
  • Interdisciplinary education in mathematics and informatics at swiss high schools
    Item type: Journal Article
    Hauser, Urs; Komm, Dennis; Hromkovič, Juraj (2018)
    Bulletin of EATCS
  • Testing of an Interactive Online Learning Environment With Focus on Algorithmic Tasks
    Item type: Journal Article
    Naepfer, Dario (2022)
    Bulletin of EATCS
    In this paper, we present a concept of computer science education, its implementation in an interactive online learning environment, and the extensive testing thereof. The goal is to support the development of algorithmic thinking by interactively solving small input instances of computing problems. The four approached competences are as follows: 1. To understand the abstract problem description and give proof of comprehension by classifying solution candidates into feasible and unfeasible solutions. 2. To find a solution for a given problem instance. 3. To find several different solutions for a given problem instance. 4. To apply criteria to evaluate and compare solutions, and to search for optimal solutions. The contribution of this paper is twofold: First, we design the didactic approach and implement a learning environment in accordance with the aforementioned competences. Second, we test the environment in schools under various circumstances and present results of live testing, survey sessions including written feedback, as well as empirical test data derived from survey statistics. The empirical test covers user experience, intuitiveness of the learning environment, task difficulty, as well as satisfaction. This provides a genuine analysis of the application of the learning environment and allows drawing conclusions on the effectiveness of the applied didactic concept.
  • Assessing GPT Performance in a Proof-Based University-Level Course Under Blind Grading
    Item type: Journal Article
    Ding, Ming; Soldà, Federico; Yuan, Weixuan; et al. (2025)
    Bulletin of EATCS
    As large language models (LLMs) advance, their role in higher education, particularly in free-response problem-solving, requires careful examination. This study assesses the performance of GPT-4o and o1-preview under realistic educational conditions in an undergraduate algorithms course. Anonymous GPT-generated solutions to take-home exams were graded by teaching assistants unaware of their origin. Our analysis examines both coarse-grained performance (scores) and fine-grained reasoning quality (error patterns). Results show that GPT-4o consistently struggles, failing to reach the passing threshold, while o1-preview performs significantly better, surpassing the passing score and even exceeding the student median in certain exercises. However, both models exhibit issues with unjustified claims and misleading arguments. These findings highlight the need for robust assessment strategies and AI-aware grading policies in education.
  • Teaching Design of Algorithms in High Schools by Constructive Induction
    Item type: Journal Article
    Hromkovič, Juraj; Lacher, Regula (2024)
    Bulletin of EATCS
    The design of algorithms is one of the hardest topics of high school computer science. This is mainly due to the universality of algorithms as solution methods that guarantee the calculation of a correct solution for potentially infinitely many instances of an algorithmic problem. The goal of this paper is to present a comprehensible and robust algorithms design strategy called "constructive induction" that enables high school students to solve a large variety of algorithmic problems. In general, this strengthens learners in problem solving and their ability to use and develop abstract representations.
  • Theory on the Tracks: A Selection of Railway Optimization Problems
    Item type: Journal Article
    Gatto, Michael; Jacob, Riko; Peeters, Leon; et al. (2004)
    Bulletin of EATCS
  • An Elementary Approach Towards Teaching Dynamic Programming
    Item type: Journal Article
    Böckenhauer, Hans-Joachim; Kohn, Tobias; Komm, Dennis; et al. (2019)
    Bulletin of EATCS
    Dynamic programming has its firm place in the toolbox of a computer scientist. Its educational value, however, goes far beyond the border of our discipline. The example of dynamic programming illustrates how such an important algorithm design principle, and more generally algorithmic thinking skills, can be applied to solve problems in other fields. We describe our experiences with an approach towards teaching dynamic programming without a formal introduction to recursion, which allowed us to successfully introduce it to first-semester students of natural sciences with almost no background in computer science.
  • Informatics in Swiss Primary Schools. A Case for Interdisciplinarity
    Item type: Journal Article
    Komm, Dennis; Matter, Bernhard (2020)
    Bulletin of EATCS
    We introduce an ongoing project as a collaboration of a technical univer- sity and a pedagogical university (i.e., a university of teacher education) to foster informatics competencies in Swiss primary schools (KG–6). The fo- cus lies on teacher education and on enabling the teachers to link informatics competencies to other subjects.
  • Algorithmic Thinking from the Start
    Item type: Journal Article
    Hromkovič, Juraj; Kohn, Tobias; Komm, Dennis; et al. (2017)
    Bulletin of EATCS
  • Informatics - New basic subject
    Item type: Journal Article
    Gander, Walter (2015)
    Bulletin of EATCS
    Informatics, as Computer Science is called in Europe, has become a leading science. It is high time that it be adopted as a basic subject in schools like mathematics or physics. We discuss in this article some recent developments in Europe concerning informatics in schools.
Publications 1 - 10 of 16