Progetti coi Dati Aperti per differenti
anni e differenti tipi di scuole
secondarie: PROPOSTA DI LAVORO- 2
Proposta per le superiori con “sistemi
informativi” nel quinquennio con parti per il
quinquennio delle superiori senza informatica
G. Barbara Demo
Dip. di Informatica
Università di Torino
[email protected]
Maria Grazia Maffucci
Flaviano Monge
Abilitati TFA A042
What do we propose in general secondary schools?
• a lot of talking of "open data“ on media
• medicine and law are the most popular university
careers of general secondary schools students
Thus
• open data are of interest for several persons active in
different areas
 also intersted teachers and students in general sec.
schools
• We know different problems in medical environment
because we often work with physicians (also works with
layers): one of them are databases for their research
data and enriching the set of queries against such dbs
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our PROPOSAL
After years attempting to have contacts with
teachers in the Lyceum type, i.e. general, of
secondary schools we decided to face the Classical
branch that is the farthest from sciences in general
some aspects of the humanities, fostered in the
Classic Lyceum, help in activities related to cs:
- comprehension of a formal language could be
easier for students used to lost languages
- text analysis
- composing sets and/or using first order logic
these students are introduced to in maths or in
phylosophy
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Motivations
• Comprehension of a formal language.
Translating from a lost language may
appear similar to translating from a
formal language used to communicate
with a computer.
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The proposal:
Optional activitiy of hours for 16-17years old students
• Motivation and Introduction – step 1 (2 hours)
• Reverse modelling – step 2 (2.5 hours)
• From entities and relationships to tables – step 3
(2 hours.5)
• Querying tables is composing sets – step 4 (5
hours)
• User requirements analysis – step 5 (2.5 hours)
• Abstraction levels in db design and in db
management systems – step 6 (4 hours)
ISSEP 2011 - Bratislava
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Esempi di schemi EntitàAssociazioni
(EA) da leggere con gli studenti:
B)
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Interpretazione dello schema A:
ANIMALS= {(c1, n1), (c2, n2), (c3, n2)}
nelle associazioni
SECTOR= {s1, s2, s3, s4}
i valori sono
identificatori
SPECIES= {S1, S2, S3, S4, S5}
IsOf = {(c1, S1), (c2, S1), (c3, S2)}
Assigned = {(S1, s1), (S2, s1), (S3, s2),(S4, s3), (S5, s3)}
NB - s4 non è Assigned, card. min= 0
2012
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le specie S3, S4, S5IOInon
sono in IsOf
Interpretazione dello schema B
B)
ANIMALS= {
(c1,n1,S1,s1),
(c2,n2,S1 ,s1),
(c3,n2,S2,s1) }
Non ci interessa conservare informazioni in rosso:
SECTOR= {s1, s2, s3, s4}
SPECIES= {S1, S2, S3, S4, S5}
IsOf = {(c1, S1), (c2, S1), (c3, S2)}
Assigned = {(S1, s1), (S2, s1), (S3, s2),(S4, s3), (S5, s3) }
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Interpretazione dello schema B (continua)
B)
ANIMALS= {
(c1,n1,S1,s1),
(c2,n2,S1 ,s1),
(c3,n2,S2,s1) }
Dobbiamo specificare regole della realtà esternamente
al modello:
Assigned = {(S1, s1), (S2, s1), (S3, s2),(S4, s3), (S5, s3)}
Cioè: due animali della stessa specie stannno nello
stesso settore
[ Regole aziendali ]
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Reverse modeling: un altro caso
su cui far lavorare gli studenti
schema A)
(1,1)
CONTESTS
responsible
(0,N)
isIN
year
PHASES
day
where
phaseType=
{ ‘S’, ‘R’, ‘N’}*
day
year
schema B)
CONTESTS
phaseType= { ‘S’, ‘R’, ‘N’} *
responsible
where
* ‘S’ sta per scolastica o di istituto, ‘R’ per regionale,
‘N’ per nazionale
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Caso GARE e FASI
D1. Quale schema esprime la proprietà:
• “Ogni anno c’è una unica data in cui si
svolgono tutte le gare di istituto ed una
seconda in cui si svolgono le gare regionali “ ?
D2. In quale schema viene espresso il requisito
secondo il quale le date vengono decise e
registrate nella bd ad una data antecedente
quella in cui sono registrate le gare
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Queste letture degli schemi
Aiutano a capire l’importanza di
• Precisione
– ci da la possibilità di evidenziare come progetto (e poi
interrogazione) di una bd possano trarre profitto dalle
competenze che negli altri licei sono acquisite e sono
tra i valori che si considerano caratterizzanti di questo
tipo di formazione  bisogna arrivare a farla
apprezzare un po’ in tutti i tipi di scuole
• rispetto per l’utente e per il contratto che si
stringe con lui
– lo schema con le regole aziendali è una trascrizione
dei requisiti
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Molto importante è il metodo
• Tenere a mente il Manifesto
 mixing Practice, Technique and Science when
approaching CS in secondary schools
• not to be confused with the European Computer
Driviling License ECDL where one learns Officetype of tools - In Italy quite popular
• Focusing on how db design and querying a db can
profit of competences that in general schools are
acquired and are among most valued by students
as peculiar of their school-type
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“Manifesto for Informatics in high school”
• May 2010 the main national associations of academic computer
scientists from Science and Engineering Faculties (CINI , GII, GRIN)
published the
“Manifesto sull’Informatica nella riforma della scuola
superiore”
• This Manifesto still is the reference for the present efforts to change the
way informatics is (not) taught in most Italian schools
• It points out three different, though related, meanings that the word
“Informatics” has for people:
1. Operational or pragmatic: the set of all software and hardware
objects;
2. technological: the technology that allows to make such objects
and make them work (by programming them);
3. cultural: the scientific discipline that is the foundation of such
technology and thus makes it possible.
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Manifesto for Informatics in schools
 Operational or Pragmatic : Hardware & software tools to solve
everyday problems
 common perception, you must know how to use
some/most popular hw devices and sw tools
 shared by people who say that Informatics is the set of
tools to better understand disciplines in school and thus
they (proudly) want computers inside classrooms
 Technological: knowing systems and languages in order to
implement tools  technical schools perception
 Scientific aspect: Informatics is also the (very old) science
on which sw and hw tools (from the middle of the XXieth
century) are funded
ISSEP 2011 - Bratislava
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Informatics in Italian Schools
• technical perspective is present in technical schools but
mostly only during the three last years of the computer
science vocational schools
i.e. not for all technical
school. Most students in technical secondary school finish
knowing only how to use
• pragmatic or operational perspective in all schools optional
(ECDL-European Computer driving License for example)
• scientific aspects are only considered by quite a few
teachers
Perspectives:
good news: “Ministry Indications” for primary and
secondary I level schools - appeared in November 2012
– consider the introduction to programming languages
 optional
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Informatics in Italian Schools
• CS is classified as an “a-typical” discipline
• Teachers are the main problem because appointed to
teach cs even if have few (or none) competences in cs
• The situation is not going to change
• In general schools best practices are
 elearning with some interesting use of moodle
 Using sw to better learn traditional disciplines
• in all schools optional (ECDL-European Computer driving
License for example)
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Hard to change school curricula
• to change school curricula has always been hard, as already
observed by Papert many years ago (Papert, 1997)
• still true nowadays, particularly in informatics, for several
reasons:
• among informatics teachers, according to the rules of the
reform, many are teachers of other disciplines, without
specific competences in the subject
• also the computer science community can hardly
compete with much older scientific communities, such as
those of mathematics and physics, which have a long
tradition in didactic research and a well established and
organized presence and curricula in secondary
education.
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LITERARY-WORK(Title, YearFirstPubl, OriginalLanguage*,
Classification)
WORK-AUTHOR(Title, Author)
AUTHOR(FamName,Name, Nation)
COPY(Title, Where, Language, Publisher*,YearPubl*,
YearBought*, Peculiarities)
WHERE(House)
ON_LOAN(Title, Where, Date, FamName, Name, Surname,
Tel)
La relazione WHERE(House) lists the houses where the
library owner decides to keep each copy of a book
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Usare differenti linguaggi per specificare una
stessa domanda
• {C(Title, Where) |  L ε LITERARY_WORK } &
 C ε COPY & (L.OriginalLanguage= ‘Spanish’}
&(C.Title=L.Title}&(C.Language= ‘Spanish’}
• ΠTitle,Where((σ(C.Language=’Spanish’)&(L.OriginalLanguag
e=’Spanish’)
(COPY|><|(C.Title=L.Title)LITERARY_WORK))
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Use different languages to specify queries
• SELECT C.Title, C.Where
FROM COPY as C, LITERARY_WORK as L
WHERE (C.Title=L.Title}&
(L.OriginalLanguage=’Spanish’}&
(C.Language=’ Spanish’)
• The Office suite type user interface to a db
LibreOfficeor Access
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Evidenziare i differenti livelli di
astrazione nel progetto di una bd
e nell’architettura dei sistemi di
gestione di bd
described db activities allow us to emphasize one
of the important principles of Informatics as a
science
 solving problems by abstraction levels
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Uso DATI APERTI nelle scuole secondarie di II grado
suggerito in particolare in:
Istituti TECNICI, TUTTI, settore economico e tecnologico:
• durante il biennio. In molte scuole si propone un programma vicino ai
contenuti dell’ECDL troppo spesso ridotto al saper rispondere alle
domande dei test di certificazione
 proponiamo attività di sviluppo di un progetto che va a coprire molti
degli aspetti necessari per la certificazione
Istituti TECNICI dove prevista informatica nel triennio:
• negli ultimi due anni svolgere il curriculum attuale adottando la tecnica
dello sviluppo di un progetto ma curando maggiormente aspetti di
informatica come scienza
• risoluzione di problemi per livelli di astrazione,
• proposta di vari formalismi per specificare una stessa soluzione,
domanda,…
• esercitando la precisione per esempio nella interpretazione di
modellizzazioni,
T4T-2013
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Uso DATI APERTI nelle scuole secondarie di II grado
PROFESSIONALI:
• durante il biennio beneficiano dello stesso approccio degli istituti tecnici
• Altri anni?
LICEI SCIENTIFICI SCIENZE APPLICATE:
• durante Il biennio
• negli ultimi due anni beneficiano dello stesso approccio e in piú
attraverso
ALTRI LICEI: corsi opzionali
proponiamo attività di sviluppo di un progetto che va a coprire molti degli
aspetti necessari per la certificazione
T4T-2013
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G. Barbara Demo, “A proposal for general secondary
schools: Reading data schemas and knowing a query
interface”, World Conference on Computers in Education
(WCCE) 2013, July 2013, Torun (Polonia)
[email protected]
Grazie
dell’attenzione ora
e
delle osservazioni che vorrete mandarmi