The aim of this workshop is to discuss difficulties concerning what and how to teach logical thinking and programming language.
The notion of “new bilingual university” has been proposed by some universities in Taiwan, where the “bilingual” is actually a metaphor that means all students need to equip with intermediate English ability and basic programming skills. In the same way, computational thinking and programming skills have been included in the information literacy skills of 12-year Base Education Curricula in Taiwan.
“Logical thinking” should be a very basic requirement of training the computational thinking and programming skills, but there is not any adequate guideline for training logical thinking in higher education. Also, when we reviewed the arrangement of the whole mathematical education in Taiwan in the past five years, we found that only 1-2 units about “logical thinking” are arranged in the Grade 7 or Grade 8, and the materials are not sufficient to train students to have some very basic logical thinking.
This workshop seeks for original papers with a clear significance in the following topics (but are not limited to): teaching logic and programming language at different levels of instruction (elementary education, secondary education, university level, and postgraduate), some the difficulties concerning how to teach and what to teach, resources for learning logic and programming languages, critical thinking, informal logic, teaching Logical Thinking, logic textbooks, gamification in higher education.
Interested authors should format their papers according to the rules of main conference: http://ilt.nutn.edu.tw/icce2019/02_01subm.html
Please submit your papers via EasyChair. NOTE: Not for the ICCE 2009 main conference. Accepted papers will appear in one volume of the workshop proceedings with ISBN and will be indexed by Elsevier Bibliographic Database. Published workshop papers will be made available on the official ICCE2019 website.
ICCE 2019 requires that there be at least one full author registration per paper.
Time
Session 1 (60 minutes)
13:20-13:50 W9-4 Conceptual Metaphor in Teaching Logic (S)
13:50-14:20 W9-3 Argument Analyzer: Visualizing and explaining logical arguments in context (S)
14:20-14:40 Break
Session 2 (60 minutes)
14:40-15:10 W9-2 Another Perspective of the Sleeping Beauty Problem: What Lessons Can We Learn from the Sleeping Beauty Problem? (S)
15:10-15:40 W9-1 Fictional publicness: A possible way out of practice in game (L)
Session 3 (30 minutes)
15:40-16:10 Panel Discussion
Each paper presentation should limit to 30 minutes, with 20 minutes for presentation, and 10 minutes for comments and discussion.