@inproceedings{MTMT:35498816, title = {Teachers’ Motivation to Engage with Students in a Computer Science and Computational Thinking Challenge: Does Motivation Conform to a ‘One-Size-Fits-All’ Model?}, url = {https://m2.mtmt.hu/api/publication/35498816}, author = {Gaál, Bence and Pluhár, Zsuzsa and Lidia, Feklistova and Tatjana, Jevsikova}, booktitle = {Informatics in Schools. Innovative Approaches to Computer Science Teaching and Learning}, doi = {10.1007/978-3-031-73474-8_12}, unique-id = {35498816}, year = {2025}, pages = {152-166}, orcid-numbers = {Gaál, Bence/0000-0001-8771-7140; Pluhár, Zsuzsa/0000-0003-2688-4652} } @article{MTMT:35724432, title = {BeLLE: Detecting National Differences in Computational Thinking and Computer Science Through an International Challenge}, url = {https://m2.mtmt.hu/api/publication/35724432}, author = {Kaarto, Heidi and Bilbao, Javier and Pears, Arnold and Dagienė, Valentina and Kilpi, Janica and Parviainen, Marika and Pluhár, Zsuzsa and Gülbahar, Yasemin and Laakso, Mikko-Jussi}, doi = {10.1007/978-3-031-73257-7_14}, journal-iso = {LNCS}, journal = {LECTURE NOTES IN COMPUTER SCIENCE}, volume = {15229}, unique-id = {35724432}, issn = {0302-9743}, year = {2025}, eissn = {1611-3349}, pages = {168-182}, orcid-numbers = {Kaarto, Heidi/0009-0004-3623-0729; Bilbao, Javier/0000-0002-2784-8496; Pears, Arnold/0000-0002-5184-4743; Dagienė, Valentina/0000-0002-3955-4751; Parviainen, Marika/0009-0000-8055-0317; Pluhár, Zsuzsa/0000-0003-2688-4652; Laakso, Mikko-Jussi/0000-0001-9163-2676} } @book{MTMT:35475054, title = {Informatics in Schools. Innovative Approaches to Computer Science Teaching and Learning. 17th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2024, Budapest, Hungary, October 28–30, 2024, Proceedings}, url = {https://m2.mtmt.hu/api/publication/35475054}, isbn = {9783031734731}, editor = {Pluhár, Zsuzsa and Gaál, Bence}, publisher = {Springer Nature Switzerland AG}, unique-id = {35475054}, year = {2025}, orcid-numbers = {Pluhár, Zsuzsa/0000-0003-2688-4652; Gaál, Bence/0000-0001-8771-7140} } @CONFERENCE{MTMT:35506811, title = {EGY OKTATÁSI ROBOTIKA PROJEKT HATÁSA AZ ALGORITMIKUS GONDOLKODÁSRA ÉS A ROBOTIKÁVAL KAPCSOLATOS ATTITŰDÖKRE}, url = {https://m2.mtmt.hu/api/publication/35506811}, author = {Bacsa-Károlyi, Borbála and Pluhár, Zsuzsa and Fehérvári, Anikó and Bereczki, Enikő Orsolya}, booktitle = {Országos Neveléstudományi Konferencia 2024}, unique-id = {35506811}, year = {2024}, pages = {37}, orcid-numbers = {Pluhár, Zsuzsa/0000-0003-2688-4652; Fehérvári, Anikó/0000-0003-4477-7682} } @inproceedings{MTMT:35724424, title = {CATEGORIZATION OF COMPUTATIONAL THINKING}, url = {https://m2.mtmt.hu/api/publication/35724424}, author = {Bilbao, Javier and Bravo, Eugenio and García, Olatz and Rebollar, Carolina and Dagienė, Valentina and Masiulionytė-Dagienė, Vaida and Jankauskienė, Asta and Laakso, Mikko-Jussi and Kaarto, Heidi and Lehtonen, Daranee and Parviainen, Marika and Güven, Ismail and Gulbahar, Yasemin and Öztürk, Tugba and Özdemir Öncül, Fatma and Tan Yenigün, Nilüfer and Pluhár, Zsuzsa and Sarmasági, Pál György and Pears, Arnold}, booktitle = {ICERI2024 Proceedings 17th International Conference of Education, Research and Innovation}, doi = {10.21125/iceri.2024.1802}, unique-id = {35724424}, year = {2024}, pages = {7466-7473}, orcid-numbers = {Pluhár, Zsuzsa/0000-0003-2688-4652; Sarmasági, Pál György/0009-0002-7683-8515} } @article{MTMT:34840627, title = {Introducing Computational Thinking and Algebraic Thinking in the European Educational Systems}, url = {https://m2.mtmt.hu/api/publication/34840627}, author = {Bilbao, Javier and Bravo, Eugenio and García, Olatz and Rebollar, Carolina and Laakso, Mikko-Jussi and Kaarto, Heidi and Lehtonen, Daranee and Parviainen, Marika and Jankauskiene, Asta and Pears, Arnold and Güven, Ismail and Gulbahar, Yasemin and Öncül, Fatma Özdemir and Yenigün, Nilüfer Tan and Pluhár, Zsuzsa and Sarmasági, Pál György and Dagiene, Valentina and Masiulionyte-Dagiene, Vaida}, doi = {10.46300/9109.2024.18.2}, journal-iso = {INT J EDUC INF TECH}, journal = {INTERNATIONAL JOURNAL OF EDUCATION AND INFORMATION TECHNOLOGIES}, volume = {18}, unique-id = {34840627}, issn = {2074-1316}, abstract = {Computational Thinking is part of the new curriculum in many countries and this new competence is often combined with Algebraic Thinking. Both types of thinking are part of the core of Mathematics and Computer Science. Algebraic Thinking is linked to acquiring the ability to represent and generalize patterns in any application area. Furthermore, the ability to communicate a mathematical argument, using the necessary language and symbolism, is a skill that is dependent on training in this type of thinking. Although Algebraic Thinking can be developed at different levels, and it is also developed at university levels, more and more countries see it as a basic mode of thought that should be encouraged from early childhood education. Algebraic Thinking has also a close relationship with Computational Thinking, and they are currently united in different situations, such as the international PISA student evaluation tests. We argue in this paper that this is a transversal competence that can be practiced in any subject and at any age. Sometimes combined with the process of teaching Mathematics. It is essential, in our opinion, to strengthen the inclusion of strategies that encourage students to reflect deeply on the concepts, theories, and applications they are learning, giving rise, among others, to number sense and abstraction. In this paper, we present the implementation of these two types of thinking, algebraic and computational, in the pre-university curriculum, particularly in Spain, within a European project. In this project, we seek to create more appropriate learning approaches for those who are often disadvantaged and help them to take advantage of Computational Thinking and Algebraic Thinking and, therefore, STEM knowledge, helping to a stronger and more equal society. We analyze its status and its relationship with the concepts taught in the different courses, although focusing on the subject of Mathematics.}, year = {2024}, eissn = {2074-1316}, pages = {11-19}, orcid-numbers = {Pluhár, Zsuzsa/0000-0003-2688-4652; Sarmasági, Pál György/0009-0002-7683-8515} } @inproceedings{MTMT:34754688, title = {COMPUTATIONAL THINKING AND PROBLEM SOLVING IN THE PISA ERA}, url = {https://m2.mtmt.hu/api/publication/34754688}, author = {Bilbao, Javier and Bravo, Eugenio and García, Olatz and Rebollar, Carolina and Dagienė, Valentina and Masiulionytė-Dagienė, Vaida and Jankauskienė, Asta and Laakso, Mikko-Jussi and Kaarto, Heidi and Lehtonen, Daranee and Parviainen, Marika and Güven, Ismail and Gulbahar, Yasemin and Öztürk, Tuğba and Özdemir Öncül, Fatma and Tan Yenigün, Nilüfer and Pluhár, Zsuzsa and Sarmasági, Pál György and Pears, Arnold}, booktitle = {INTED2024 Conference Proceedings}, doi = {10.21125/inted.2024.1922}, unique-id = {34754688}, year = {2024}, pages = {7335-7342}, orcid-numbers = {Pluhár, Zsuzsa/0000-0003-2688-4652; Sarmasági, Pál György/0009-0002-7683-8515} } @CONFERENCE{MTMT:35506725, title = {AZ ALGORITMIKUS GONDOLKODÁS MÉRÉSÉNEK LEHETŐSÉGEI BEBRAS- ALAPÚ FELADATOKKAL EGY NEMZETKÖZI LONGITUDINÁLIS ROBOTIKA INTERVENCIÓBAN}, url = {https://m2.mtmt.hu/api/publication/35506725}, author = {Pluhár, Zsuzsa and Bacsa-Károlyi, Borbála and Fehérvári, Anikó and Bereczki, Enikő Orsolya}, booktitle = {Országos Neveléstudományi Konferencia 2024}, unique-id = {35506725}, year = {2024}, pages = {36}, orcid-numbers = {Pluhár, Zsuzsa/0000-0003-2688-4652; Fehérvári, Anikó/0000-0003-4477-7682} } @inproceedings{MTMT:35740054, title = {Place of "crafts" in the education of Algebraic and Computational Thinking}, url = {https://m2.mtmt.hu/api/publication/35740054}, author = {Sarmasági, Pál György and Rumbus, Anikó and Pluhár, Zsuzsa and Margitay-Becht, András}, booktitle = {Informatics in Schools 17th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives ISSEP 2024, Local Proceedings}, unique-id = {35740054}, abstract = {It is widely recognized in educational research that the acquisition of mathematical and computational skills goes beyond mere numeracy. Intelligence, observation, memory, motivation, effective pedagogical methods, and a quality teaching approach are key to the learning process. Our research has focused on the learning characteristics of 9-14 year olds, with particular attention to the importance of empirical experience at this age. We identified a number of pedagogical methods in the literature that promote the learning effectiveness of this age group, including the "CS Unplugged" for teaching computer science, which aims to provide instruction without digital tools. Furthermore, in our survey of six countries, we found that unplugged methods are widely used in lower grades (grades 3-4), but are less common in grades 5-8, which may limit students' understanding of the interrelationships between systems.}, keywords = {computational thinking; STEM education; National curriculum; Algebraic thinking; empirical experience}, year = {2024}, pages = {74-83}, orcid-numbers = {Sarmasági, Pál György/0009-0002-7683-8515; Pluhár, Zsuzsa/0000-0003-2688-4652} } @inproceedings{MTMT:35481498, title = {Exploring Computational Thinking Through the Lens of Algebraic Thinking}, url = {https://m2.mtmt.hu/api/publication/35481498}, author = {Sarmasági, Pál György and Rumbus, Anikó and Pluhár, Zsuzsa and Margitay-Becht, András}, booktitle = {Proceedings of International Conference on Recent Innovations in Computing}, doi = {10.1007/978-981-97-3442-9_6}, unique-id = {35481498}, abstract = {The digital transformation is accelerating continuously, and it requires well-trained developers and users. To adapt to our technical environment and new technologies, people need special skills and thinking methods. One such method is Computational Thinking (CT), which is a cognitive skill set essential for problem-solving and navigating the complexities of the digital age. Rooted in principles from computer science, it involves the ability to break down complex problems into manageable parts, recognize patterns, and design systematic and algorithmic solutions. Computational Thinking transcends coding proficiency, emphasizing logical reasoning, abstraction, and algorithmic problem-solving applicable across various disciplines. The escalating demand for professions requiring competence in scientific knowledge coupled with IT proficiency underscores a paradigm shift in the employment landscape. Considering this transformative trajectory, the cultivation of proficient professionals is not to be confined to the university level; rather, the initiation of developmental processes at an early age is imperative. This article elucidates the pivotal role of IT and Algebraic Thinking in the educational milieu, describing various developmental prospects. The discourse extends to examining the curricular frameworks of six European countries and that of the State of California, scrutinizing their integration of Computational and Algebraic Thinking. Algebraic Thinking in math education is as important as CT is in computer science. Algebraic Thinking imparts students with the skills to solve abstract problems and fosters the development of mathematical intuition. Understanding symbolic representations, equations, and algebraic structures enhances the cultivation of analytical thinking and problem-solving skills. The synergy between Computational and Algebraic Thinking is particularly relevant in educational contexts.}, year = {2024}, pages = {85-95}, orcid-numbers = {Sarmasági, Pál György/0009-0002-7683-8515; Pluhár, Zsuzsa/0000-0003-2688-4652} }