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Olympiads in Informatics12 Olympiads in InformaticsInformatics Olympiads Volume 12, 2018 Volume 12, 2018 T. BELL Computer Science in K-12 Education: The Big Picture 3 in Informatics M. DOLINSKY, M. DOLINSKAYA How to Start Teaching Programming at Primary School 13 Olympiads in Informatics 12 M.C. FONTAINE Tidal Flow: A Fast and Teachable Maximum Flow Algorithm 25 D. GINAT, H. GALILI, N. LAVEE Algorithmic Cognition and Pencil-Paper Tasks 43 M. JOVANOV, M. MIHOVA, B. KOSTADINOV, E. STANKOV New Approach for Comparison of Countries’ Achievements in Science Olympiads 53 T. KAKESHITA National Survey of Japanese Universities on Computing Education: Analysis of Departments Majored in Computing Discipline 69 B. KOSTADINOV, M. JOVANOV, E. STANKOV Platform for Analysing and Encouraging Student Activity on Contest and E-learning Systems 85 H. MANABE, S. TANI, S. KANEMUNE, Y. MANABE Creating the Original Bebras Tasks by High School Students 99 P.S. PANKOV, A.A. KENZHALIEV Combinatorial Property of Sets of Boxes in Multidimensional Euclidean Spaces and Theorems in Olympiad Tasks 111 W. van der VEGT Volume 12, 2018 Volume How Hard Will this Task Be? Developments in Analyzing and Predicting Question Difficulty in the Bebras Challenge 119 REPORTS N. AMAROLI, G. AUDRITO, L. LAURA Fostering Informatics Education through Teams Olympiad 133 M. ANDERLE. PRASK – an Algorithmic Competition for Middle Schoolers in Slovakia E. 147 Á. ERDőSNÉ NÉMETH, L. ZSAKÓ Grading Systems for Algorithmic Contest 159 Y. NAKANO, K. IZUTSU The Next Course of Study from 2022 and a History of the Subject “Informatics” in Japanese High Schools 167 Y. NAKAYAMA , Y. NAKANO, Y. KUNO, B.T. WADA, H. KAKUDA, M. HAGIYA, K. KAKEHI Current Situation of Teachers of Informatics at High Schools in Japan 177 M.S. TSVETKOVA, V.M. KIRYUKHIN Ics International School in Informatics “Junior” for IOI Training 187 IOI In Informat Iad olymp Ional ISSN 1822-7732 Internat ISSN 1822-7732 ISSN 1822-7732 INTERNATIONAL OLYMPIAD IN INFORMATICS VILNIUS UNIVERSITY OLYMPIADS IN INFORMATICS Volume 12 2018 Selected papers of the International Conference joint with the XXX International Olympiad in Informatics Tsukuba, Japan, 1–8 September, 2018 OLYMPIADS IN INFORMATICS Editor-in-Chief Valentina Dagienė Vilnius University, Lithuania, [email protected] Executive Editor Richard Forster British Informatics Olympiad, UK, [email protected] Technical Editor Tatjana Golubovskaja Vilnius University, Lithuania, [email protected] International Editorial Board Benjamin Burton, University of Queensland, Australia, [email protected] Michal Forišek, Comenius University, Bratislava, Slovakia, [email protected] Gerald Futschek, Vienna University of Technology, Austria, [email protected] Mile Jovanov, Sts. Cyril and Methodius University, Macedonia, [email protected] Marcin Kubica, Warsaw University, Poland, [email protected] Ville Leppänen, University of Turku, Finland, [email protected] Krassimir Manev, New Bulgarian University, Bulgaria, [email protected] Seiichi Tani, Nihon University, Japan, [email protected] Peter Waker, International Qualification Alliance, South Africa, [email protected] Willem van der Vegt, Windesheim University for Applied Sciences, The Netherlands, [email protected] The journal Olympiads in Informatics is an international open access journal devoted to publishing original research of the highest quality in all aspects of learning and teaching informatics through olympiads and other competitions. http://ioinformatics.org/oi_index.shtml ISSN 1822-7732 (Print) 2335-8955 (Online) © International Olympiad in Informatics, 2018 Vilnius University, 2018 All rights reserved Olympiads in Informatics, 2018 Vol. 12, 1–2 © 2018 IOI, Vilnius University Foreword The International Olympiad in Informatics (IOI) is an annual international informatics competition for individual contestants from over 80 invited countries, accompanied by social and cultural programs as well as a half-day scientific conference for delegation leaders, organisers and guests. The IOI community has an excellent opportunity to communicate during this international event. Many countries have a variety of things to present and discuss. The national olympiads do not exist in isolation, and the papers from the 12th IOI conference show how similar problems arise in different countries and different environments. The IOI journal is focused on the research and practice of computing professionals who work in the field of teaching informatics to talented secondary and high school students. The journal is closely connected to the scientific conference annually orga- nized during the IOI. The 12th volume has two tracks: the first section of the journal focuses on research, and the second section is devoted to sharing national experi- ences. This year IOI is taken place in Tsukuba, Ibaraki, Japan from September 1st to September 8th, 2018. Therefore focused attention is given to informatics education in Japan. T. Kakeshita from Saga university has conducted a “National Survey of Japanese Universities on Computing Education: Analysis of Departments Majored in Computing Discipline”, and H. Manabe, S. Tani, S. Kanemune, Y. Manabe has pre- sented a paper on “Creating original Bebras tasks by high school students“. Y. Nakano and K. Izutsu discuss „The next Course of Study from 2022 and a prospect of informa- tion studies education in Japanese senior high schools”. Y. Nakayama, Y. Nakano, Y. Kuno, B. T. Wada, H. Kakuda, M. Hagiya, and K. Kakehi analyse “Current Situation of Teachers of Informatics at High Schools in Japan”. M.C. Fotaine presents a long study on “Tidal Flow: A Fast and Teachable Maxi- mum Flow Algorithm”. D. Ginat together with his colleagues H. Galili and N. Lavee discuss a “Algorith- mic cognition and pencil-paper tasks”, which underline the aspects of abstraction, heuristics, creativity, and declarative conceptions. Some of the other papers in this volume deal with teaching programming at pri- mary schools, combinatorial property of sets of boxes in multidimensional Euclidean spaces and theorems in olympiad tasks. A new approach for comparison of countries’ achievements in science olympiads is presented by J. Jovanov, M. Mihove, B. Kostadi- nov, and E. Stankov. The same authots (except M. Mihove) wrote an article “Platform for analysing and encouraging student activity on contest and e-learning systems” We understand the need for continuing to share our national experiences – our problems are common problems. In the second part of the volume, M. Anderle from Slovakia, N. Amaroli, G. Audrito, L. Laura from Italy, and several authors from Japan presented their experience. M.S. Tsetvova and V.M. Kiryukhin informed about an in- ternational junior school in informatics for IOI training. Many thanks to the Editorial Board of the IOI journal and also to all those who had assisted with the volume – especially authors and reviewers. A lot of work is required there by starting from writing papers until finishing their final collection for the vol- ume. In particular, we would like to thank the organisational committee for IOI’2018 in Tsukuba, Ibaraki and the Japanese organisation of this year’s IOI for giving us the opportunity to host the IOI conference. Editors Olympiads in Informatics, 2018, Vol. 12, 3–11 3 © 2018 IOI, Vilnius University DOI: 10.15388/ioi.2018.01 Computer Science in K-12 Education: The Big Picture Tim BELL University of Canterbury, Christchurch, New Zealand e-mail: [email protected] Abstract. As topics from computer science are increasingly being taught in K-12 schools, it is valuable for those teaching within new curricula to be aware of the purpose of the various components that students are expected to learn. We explore the main purposes of having com- puter science in curricula in the first place, and then use examples to show how particular topics that might be regarded by some as esoteric can be related to the bigger picture of what is trying to be achieved. The model used is to relate curriculum content to how it affects people, both those who are learning the subject, and those who will be using digital technologies developed by those who have just learned to develop them. This provides a framework to help teachers to motivate themselves, their students, and other stakeholders to engage with new curriculum content. Keywords: CS education, curriculum, teaching programming. 1. Introduction Until recently it has been rare for K-12 students to have topics relating to computer sci- ence as part of a formal national or state curriculum. However, recently many countries have been introducing topics such as programming and computational thinking (Hubwi- eser, Giannakos, Berges, et al., 2015; Duncan and Bell, 2015; Heintz et al., 2016). There are several motivations for this, which can loosely be divided into growing students’ interest to increase the uptake of the subject by students, and building up knowledge and skills to support students’ careers. As can happen with any curriculum, there is a risk that students see multiple topics spread over a number of years as a disjoint set of independent academic ideas and practical skills that don’t necessarily have an obvious purpose. Teachers themselves also need to recognise why a topic is important for their students to understand, and others in the community (including parents and school officials) will also need help to form views on the relevance and importance of new curriculum content. 4 T. Bell In this paper we will explore
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