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The paper presents teaching methods and goals for primary and secondary school contexts, listing demonstration and collaborative approaches and illustrating them with examples found on the internet. It also proposes which methods are optimal for different teaching phases while highlighting goals such as efficiency, programming thinking, and social development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-methods-and-goals-of-teaching-sorting-algorithms-in-public-education/588460/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-methods-and-goals-of-teaching-sorting-algorithms-in-public-education/588460.png","ImageObject",300,407,{"name":92,"@type":93},"Putri","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why are sorting algorithms considered a good topic for public education?","Question",{"text":112,"@type":113},"Sorting is well known from everyday life and, as an algorithm task, it is straightforward to define and demonstrate. It also naturally supports comparing solutions by efficiency.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do primary and secondary students approach sorting algorithms differently?",{"text":117,"@type":113},"In early primary school, children learn to implement and compare sorting algorithms without computers, focusing on efficiency through physical or game-like activities. Secondary school students then describe and realize sorting algorithms with computers and compare them in more detail.",{"name":119,"@type":110,"acceptedAnswer":120},"What role do demonstration and collaborative methods play in teaching sorting?",{"text":121,"@type":113},"Demonstration helps present and examine objects, phenomena, and processes, while collaboration supports learning and practicing an activity. 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Not only is it so because the notion of sorting is well known from our everyday life, but also because as an algorithm task, whether we expect naive or practical solutions, it is easy to define and demonstrate.  \nIn my paper I will present some of the possible methods and goals of teaching sorting algorithms in the primary and the secondary school context. Some of the applicable demonstration and collaborative methods will be listed and illustrated with examples available on the internet. Next to defining the teaching goals offered by the specific methods, I will also make suggestions which methods are optimal for a given teaching phase.  \nKey words: primary and secondary school education; sorting algorithms; demonstration method;  \ncollaborating method  \n1. Introduction  \nThe topic of sorting algorithms is a happy subject of informatics education. Not only is it so because the notion of sorting is well known from our everyday life, but also because as an algorithm task, whether we expect naive or practical solutions, it is easy to define and demonstrate.  \nPublic education usually focuses on comparative sorting algorithms. In each of their steps such algorithms determine which of the two given elements has to precede the other in the outcome. Next to less efficient simple algorithms, like selection sort, insertion sort, and bubble sort, efficient algorithms, like quicksort, merge sort, Shell sort, and heapsort, are examples [1, 2] .  \nTwo age groups deal with the above topic in school. In early primary school, children learn to implement some of the sorting algorithms and compare them from the perspective of efficiency (still without computers) . Secondary school students, however, move on to describing and realizing sorting algorithms with the computer, along with comparing them in detail.  \nThe demonstration method and the collaborative method are plausible ways of teaching sorting algorithms. Demonstration is a tool to present and examine objects, phenomena, and processes, while collaboration is a method to learn and practice an activity [3] . Algorithms can be considered both as processes to scrutinize if their implementer is another person or the computer, and as activities to master if the implementers are ourselves.  \nLearning programming does not only imply getting familiar with the basic notions of programming. Just like other subjects, programming develops students’ thinking capacity [4], along with their social skills. When teaching sorting algorithms, similar goals can be achieved.  \nThe aim of my article is to categorize some of the applicable demonstration methods and collaborative methods, illustrating them with examples available on the internet. Next to defining the teaching goals offered by the specific methods, I will also make suggestions which methods are optimal for a given teaching phase.  \n2. Teaching the implementation of sorting algorithms  \nPrimary school kids learn about the basics ofthe computer, such as sorting algorithms, through games, still without computers [5] . Their task is to understand and execute some of the sorting algorithms, while comparing them regarding their efficiency.  \n2.1. Demonstration and collaboration with objects  \nThe most suitable way to teach a couple of algorithms to this age group is the use of objects. To sort objects from a given perspective is good because it is close to everyday reality, on the one hand, and, because the activity-based learning is specifically fit for kids, on the other hand.  \nIt is worth to choose objects, which can be lined up according to their weight. Since their comparison is possible only with the use of a two-pan balance, we will pay enough attention on the basic step of comparative settlements, and it will be easier to keep track of the number of comparisons. As","cbCaitxvCKRJjjkB","https://ap.wps.com/l/cbCaitxvCKRJjjkB","pdf",535449,"English","# Introduction\n## Teaching the implementation of sorting algorithms\n### Demonstration and collaboration with objects\n### Executing educational goals\n## Teaching the computer-based execution of sorting algorithms","[{\"question\":\"Why are sorting algorithms considered a good topic for public education?\",\"answer\":\"Sorting is well known from everyday life and, as an algorithm task, it is straightforward to define and demonstrate. It also naturally supports comparing solutions by efficiency.\"},{\"question\":\"How do primary and secondary students approach sorting algorithms differently?\",\"answer\":\"In early primary school, children learn to implement and compare sorting algorithms without computers, focusing on efficiency through physical or game-like activities. Secondary school students then describe and realize sorting algorithms with computers and compare them in more detail.\"},{\"question\":\"What role do demonstration and collaborative methods play in teaching sorting?\",\"answer\":\"Demonstration helps present and examine objects, phenomena, and processes, while collaboration supports learning and practicing an activity. Together, they help students scrutinize algorithms and master the skills needed to implement them.\"}]","THE METHODS AND GOALS OF TEACHING SORTING ALGORITHMS IN PUBLIC EDUCATION | PDF",1792065296,25]