HOGYAN KÉSZÍTIK FEL AZ EGYETEMEK, FÕISKOLÁK A TANÁR SZAKOS HALLGATÓKAT AZ INFORMATIKA, SZÁMÍTÁSTECHNIKA TANTÁRGY TANÍTÁSÁRA

Csernoch Lászlóné, csernochne@tigris.klte.hu
KLTE Gyakorló Gimnáziuma

The rapid changes in the information processing and interchange of our days resulted in the increase of the social-economical role of information and in the alteration of how information is used. The „Informatics" section of the National basic curriculum was formulated along these lines. The intitutes of higher education have to, therefore, alter their curricula to fullfil this need. The future teachers of computer sciences should, besides the theoretical education, recieve both a practical and a methodological training from the universities and/or colleges as a part of their basic curriculum. Furthermore, not only the continous education of the practicing teachers is necessary but the teachers should also be prepared to recieve and educate the newest software.

Kis-Tóth Lajos, ktoth@ektf.hu
Eszterházy Károly Tanárképzõ Fõiskola, Eger

Abstract

I would like to speak about two themes in my lecture. I want you to hear about the subjects offered the full time students who take part in the basic training. These students take part in a compulsory 30-hour teaching. The subject-matter of this instruction consists of 2 parts. The first is a compulsory basic one, the other is a block of optional subjects. Then I would like to speak about the syllabus of a postgraduate course which will be a major in the future. It is important to deal with this topic because we have to comply with the requirements of the National Basic Syllabus and produce the necessary personal conditions.

Dr. Koncz József, Koncz@GEMINI.EKTF.HU
Eszterházy Károly Tanárképzõ Fõiskola

Thoughts concerning the questions of the subject pedagogy of informatics for training teachers of computer science at Eszterházy Károly Teacher Training College

• Place of subject pedagogy in teacher training
  theory
  practice
  teaching practice in schools
• Informatics - computer science and the NAT
• Peculiar effects of computer science on student - teacher relationships
• Preparation of college students of computer science for works in schools
  Tasks of teachers in creating a local syllabus
  Peculiarities of the computer science, planning, lesson plans
  Methods of teaching LOGO for 1.-4. years
  Observations on running ready made programs relating to subjects
  Computer and its peripheries
  Problems concerning the teaching of operating systems
  Devices for describing algorithms
  Problems of teaching for algorithmic way of thinking and that of the teaching of program languages
  Teaching of applications (editors, spreadsheets etc.)
  Place of computer aided simulation and modelling in teaching
  Interdisciplinary relationships of informatics
• Informatics as an open science

Homor Lajos fõiskolai docens, h6846hom@ella.hu
Vitéz János Római Katolikus Tanítóképzõ Fõiskola, Esztergom

Abstract

The paper deals with the introduction of informatics education and the experiences gained during the last two semesters in the Vitez Janos Roman Chatolic Teacher Training College, Esztergom. The article presents a detailed description concerning the bacground and the institutional environment as well as the curriculas of the different porgrams.

Harangozó Éva, Papne@ludens.elte.hu
Zsakó László, Zsako@ludens.elte.hu
ELTE TTK Informatikai Tanszékcsoport

Abstract

This paper follows through the altering group of students as well as the changing methods and under changing circumstances of the training process for teachers intended to teach informatics in the future. We make a brief comparision regarding the training process of the regular and the corresponding courses having been carried out at ELTE TTK for teachers, as far as the recent situation is concerned. Having taken into force the National Programme for Elementary Schools (NAT) the shortage of teachers can not be eliminated in the short run applying regular courses alone, consequently an urgent need has arisen for further improvement of the corresponding training activity. Finaly we give a brief survey of how to carry out postgraduate courses as well as their possible syllabus.

Szlávi Péter, Szlavi@ludens.elte.hu
Zsakó László, Zsako@ludens.elte.hu
ELTE TTK Informatikai Tanszékcsoport

Abstract

methodology in Informatics Teacher Training at ELTE. Informatics, as a subject in the primary and secondary education, can shine only if every teacher uses the modern hardware and software tools in their own subjects. Nowadays it is not so. Most of the teachers, chiefly interested in the humanities, are in awe of computers. Hopefully this bad attitude will be changed by the now graduating students.

Quick solution to this problem can only be found if informatics becomes an interdisciplinary subject and when it is reflected in Teacher Training. So, for the first time in their lives, pupils in primary and secondary education will meet application programs belonging to several special subjects in informatics, and we expect that informatics will seep into other subjects via these pupils and their computer-friendly teachers.

In this paper we are trying to summarize the possibilities of using informatics in the whole area of primary and secondary education according to application types and subjects. We asses the importance of these applications in education. This topic is a part of a subject of application

Timár Lajos, TimarL@almos.vein.hu
Czihlár Helga, cc04hc01@triton.pluto.vein.hu
Veszprémi Egyetem, Matematikai és Számítástechnikai Tanszék

Abstract

To teach fundamentals of programming or not to teach for non science students that is the question underlying the meditation you can read in our paper. Experiences gained during our courses on application programmes have shown that some programming basics may be useful even for word processing. As for data base handling, you can not build any user-friendly application without knowing the fundamentals of programming. We think that the lack of this knowledge is a good business for spreading icon- and mouse-click-based software products and expensive three-day courses.

Dr. Farkas Károly, Farkas@szibpest.sulimail.iif.hu
Budapest, Széchenyi Gimnázium

Abstract

We show a ten years made experiment. We characterise goals and main eculiarity of our developing and experimenting work in the field of education of informatics in the early childhood (from 4 to 12). We are emphasising the role of synthonie, development of thinking, strengthening of creativness in the field of informatics. We would like to draw the attention to the fact, that in early childhood teaching of informatics should be started with games, using soft languages, like music, drawing, motion and arts.We believe the porpose of Polya's school of thinking and the heuristic tutoring, formation of the system theory can be achieved with the assistance of Logo environment. The name our method is Playfull Informatics. I can present some figures about the results of Sakamoto-Farkas test.

Baján Ferenc <bferi@vahur.bdtf.hu>
Berzsenyi Dániel Tanárképzô Fõiskola

Internet Services in teacher's training

The computer network of the Berzsenyi College was planned and construct at the end of the '80 years. X.25 connection in 1989, TCP/IP over X.25 in 1992, TCP/IP over leased line in 1995. In 1996 the complete network structure was rebuilt.

The services in the Berzsenyi College Computer Network are the follows:

- Telnet to access the databases built in the College:

library databases

linguistics

botanics and others

- Electronic mail

- Gopher and WWW

Topics: Informations about the College, Szombathely and Vas County