Abstrakt
Computing science is not a part of standard grammar school (secondary) education in the Czech Republic. As a part of an effort to change this, we have developed an introductory computing science course.
It consists of multiple month long modules. The first mod- ule deals with the notion of information.
Students are ex- pected to understand it sufficiently for comparing informa- tional gain of statements or questions. Along with binary numeral system, they are expected to understand the re- lation between data length and the amount of information stored.
In this paper we describe the module itself and present the results from the first run of experimental teaching. The aim was to find out the limits of such topic on grammar schools and suitability of chosen teaching methods.
It turned out that no matter how abstract is the term information itself, students are capable of acquiring it deep enough so that it would be beneficial for them.