Computer-based intelligent educational program for teaching chemistry

Improving problem-solving skills is a basic requirement in present education. Logic programming languages, often used in the area of artificial intelligence and expert systems, are very much suitable for developing problemsolving skills. This paper presents a computer-based tool for solving different chemical problems (calculation of quantum numbers, description of electron configurations of atoms, determination of oxidation numbers and electronegativity), which uses the logic programming language Prolog. The authors argue that this intelligent educational material does not only improve chemistry education but it also inspires students to create rule-based systems when they face various problems of everyday life

The Role of Variable in Programming: Examples and Methodology

One of the hardest notions to define in programming is the variable and the related command of assignment. In our opinion, it is exactly these difficulties that are responsible for the reluctance towards programming. The reason for this, according to us and others [7], is the multifunctional nature of the variable: it can be used for various purposes. Its concept “in our heads” and in the programming languages is markedly different in this respect

IT Competences

We often understand real-world phenomena through their models. To be able to do this, we need to be aware of the basics and the operation of modelling and the methods of its application. Modelling should be used not only for understanding but also for predicting real-world phenomena. The IT-specific peculiarity of modelling is that even the operation of models is a complex creative process. Keywords: Model, Simulation, IT Competences, Elementary and Secondary Schoo

Programming Theorems Have the Same Origin

One of the classical ways of learning programming is to divide programming tasks into large groups, so-called programming theorems, and then to trace the specific tasks back to the programming theorems. Each teaching method introduces a different amount of programming theorems into the learning pro-cess, occasionally even combining them. In this article we will show that the basic and complex pro-gramming theorems have the same origin; consequently, it would be enough to present one theorem and trace everything back to it. At the end of the article, then, we will explain the practical use of still introduc-ing more theorems

Variations for spanning trees

Coursebooks discussing graph algorithms usually have a chapter on minimum spanning trees. It usually contains Prim’s and Kruskal’s algorithms [1, 2] but often lacks other applications. This type of problem is rarely present at informatics competitions or in tests in secondary or higher level informatics education This article is aimed at describing some competition tasks that help us prove that the application of the above algorithms are well-suited for both competition and evaluation purposes

Simulation Tasks at Hungarian Programming Competitions

More and more programming competitions for primary and high school students feature simulation tasks. Since many of the contests have an automatic evaluation system, the simulation assignments focus on discreet, deterministic events. Our article will demonstrate how these tasks are used at informatics competitions

A táblázatkezelés és a programozás didaktikai kapcsolata

Amikor a problémamegoldás készségéről beszélünk, akkor általában a programozás jut eszünkbe, mint tevékenység, ami fejleszti az algoritmikus gondolkodást, illetve az absztrakciós készséget. Ugyanakkor a táblázatkezelésről első gondolatként a szoftveralkalmazás területe juthat eszünkbe, illetve második gondolatként eszünkbe juthat a matematika. Amikor a táblá-zatkezelés és a programozás egy lapon szerepel, akkor a makrók programozása kerül előtérbe, ami inkább programozás, mint táblázatkezelés. Cikkünkben azt vesszük górcső alá, hogy mi-ként hat egymásra ez a két terület, illetve fel kívánjuk hívni a figyelmet arra, hogy a táblázat-kezelés is hatékony eszköz az algoritmikus gondolkodás fejlesztéséhez, sőt, több „áthallás” van a két eszköz között. Példákon keresztül mutatjuk meg továbbá, hogy a programozás és a táb-lázatkezelés között két irányú kapcsolat létezik, azaz a kölcsönös egymásra építés mindkét té-makör számára hasznos lehet