Program:
- 13.45-14.00 Kaffe/te og pepperkaker
- 14.00-14.10 Velkommen
- 14.10-14.50 Computational thinking in teacher education for primary and lower secondary school - Siv G. Aalbergsjø og Katarina Pajchel (OsloMet)
Abstract: Integration of programming and computational thinking (CT) in primary and lower secondary school teacher education is a relatively new endeavor that still has some challenges. One major challenge is the limited knowledge of pre-service teachers with respect to CT. Additionally, the pre-service teachers need to learn pedagogical practices for teaching CT and programming in the context of school subjects. We will present some approaches to teaching CT and programming in primary and lower secondary teacher education based on a recent literature review. One finding is that the teaching of teaching practices (also known as second order pedagogy) for CT is an under-researched area. Most of the research is on the CT skills and attitudes of the pre-service teachers, not their learning of teaching CT to pupils. However, we found that there are some common approaches that are used, and TE has clear ambitions for teaching about pedagogical practices as well as CT skills and attitudes.
Science education in Norway covers both knowledge and methods of natural sciences and of technology. The TRELIS project (Teachers’ Research Literacy for Science Teaching) has, among other topics, addressed these challenges through design-based development and research on pre-service science teachers learning about use of programming in science education. We will present some of the main results from a recently published anthology by TRELIS. These include a framework operationalizing the competences pre-service teachers need, design principles for development of teaching units and a model curriculum proposing a progression plan for teaching pre-service teacher about programming in science education.
- 14.50-15.30 Doesn't anything work? A reflection on how to organise teaching and problem sessions in introductory calculus, and the potential role of AI - Jan-Fredrik Olsen (University of Lund/University of Oslo)
Abstract: When I started teaching introductory mathematics courses at Lund University in the early 2010s, I observed a history of high failure rates (around 50%) and noted that there was no homework to be handed in and that both lectures and problems sessions essentially had a lecture format. Over the years, I have dedicated significant effort to try to improve the teaching and organisation of introductory calculus by experimenting with various formats for lectures and seminars. What initially seemed like a quick fix — introducing mandatory assignments and more interactive learning opportunities — proved to be more complex. Challenges included resistance to pedagogical changes (from students, teaching assistants and colleagues), a lack of effective feedback mechanisms between teaching practices and learning outcomes, external factors such as the pandemic and educational reforms, as well as my own growth as a newly hired mathematician with naive ideas of how to do things. Coming to realise the complex nature of these obstacles, I turned to research in mathematics education to broaden my approach, and have recently embarked on a second PhD in this field to better understand what tools and insights it has to offer.
In this talk, I will report on the current ’state of the art’ in terms of how I teach and organise my introductory calculus course. This involves a rebalancing of the instructional roles between lectures and problem seminars, as well as integrating AI-supported self-study alongside traditional teacher-led instruction (with the following guiding principle communicated to students: “use AI to help make sense of the mathematics, not to avoid making sense of it”). I will discuss the underlying philosophy of this instructional approach, the pedagogical challenges it presents for students, teaching assistants, and myself, and will present findings from student evaluations and examination results to date.
- 15.30.15.50 Pause, gløgg og lussekatter
- 15.50-16.30 Quantum Computational Literacy - Ben Zwickl (Rochester Institute of Technology/University of Oslo)
Abstract: Quantum principles are contributing to the development of advanced forms of computing, communication, and sensing. In response, many educators are developing new modules and courses to prepare students for these emerging technologies.
The talk will briefly review some of the trends in quantum information science and engineering education, but will mostly focus on quantum computing education through the lens of computational literacy (CL). Each of the three dimensions of the CL framework (material, cognitive, and social) are useful in highlighting unique aspects of teaching about quantum computing
- The material dimension addresses knowledge about how quantum computers work and how to program them.
- The cognitive dimension addresses the disciplinarily relevant problems and the degree to which a quantum advantage is expected.
- The social dimension forefronts a range of unique representations for quantum computing concepts, which are not utilized in “classical” computational education.
Some of the contrast between quantum and “classical” computational literacy is because quantum computing hardware is still rapidly evolving and applications with a quantum advantage are only gradually becoming possible. Lastly, I will turn my attention to the ways in which “classical” computational literacy can support learning about and using quantum technologies.
- 16.30-17.00 Teaching quantum technology to bachelor students: New study direction and FYS1400 - Marianne Etzelmüller Bathen, Fysisk institutt/Physics department, UiO
Abstract: Quantum technology (QT) is a rapidly emerging trend in society and industry. This reinforces the need for an educated workforce that can navigate these changes. As a result, we are seeing the emergence of dedicated specializations and study programmes in quantum science and technology (QS&QT) worldwide.
Many universities are choosing to focus on developing educational material for graduate level students and coursework. At the University of Oslo, we have instead started with developing QT-related specializations and courses at the bachelor level, and are in the process of focusing on the master programmes now.
In this talk, we will provide an overview of recent developments in QS&QT-related education at UiO. We will mainly be focusing on experiences with teaching quantum technology to bachelor students, in relation to the newly developed course FYS1400 Introduction to Quantum Technology. The talk will summarize our experiences so far with the new specializations and courses, and outline some possible directions for future development.
- 17.00-17.30 Development of Computational Skills: From Schools to Higher Education - Andreas Haraldsrud, KURT/CCSE, UiO
Abstract: The integration of programming and computational thinking across educational levels is receiving increasing attention in Norway. From primary and secondary schools (K-12) to higher education institutions, efforts are underway to equip students with the essential computational skills needed for a rapidly evolving digital landscape. These initiatives aim not only to enhance students' problem-solving capabilities but also to foster a deeper understanding of fundamental concepts in mathematics, science, and other disciplines.
In this talk, I will present an overview of the current state of disciplinary-based computation in Norway's K-12 system, highlighting recent curriculum reforms, key learning objectives, and practical examples of classroom implementations. Furthermore, I will explore the continuity and progression of computational skills from K-12 to higher education, examining how these foundational skills can be built upon in university-level courses. Through this discussion, I aim to shed light on the challenges and opportunities associated with aligning computational education across different educational stages, and how these efforts can contribute to a more cohesive and future-oriented learning experience for students.
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17.45 Aperitif, CCSE
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18.00 Middag med tapas, CCSE