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2013 | Buch

The Darmstadt Model: A First Step towards a Research Framework for Computer Science Education in Schools Kapitel lesen Erstes Kapitel lesen

Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages

6th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013, Oldenburg, Germany, February 26–March 2, 2013. Proceedings

herausgegeben von: Ira Diethelm, Roland T. Mittermeir

Verlag: Springer Berlin Heidelberg

Buchreihe : Lecture Notes in Computer Science

Enthalten in: Springer Professional "Wirtschaft+Technik" , Springer Professional "Technik" , Springer Professional "Wirtschaft"

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Über dieses Buch

This book constitutes the refereed proceedings of the 6th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013, held in Oldenburg, Germany, in February/March 2013. The 15 full papers included in this volume were carefully reviewed and selected from 48 submissions; in addition the book contains two keynote talks in full-paper length. The contributions are organized in topical sections named: from computer usage to computational thinking; algorithmic and computational thinking; games; informatics in the context of other disciplines; and competence-based learning and retention of competencies.

Inhaltsverzeichnis

Frontmatter

Keynotes

The Darmstadt Model: A First Step towards a Research Framework for Computer Science Education in Schools
Abstract
Due to the substantial differences of preconditions, circumstances and influence factors, it is often very difficult to compare or transfer research results in the field of Computer Science Education (CSE) in schools from one country to another. For this purpose we have started the development of a specific framework that, at the end, should reflect all factors that might be relevant for CSE. We collected five extensive case studies from five different countries and performed a qualitative text analysis on those, which was guided by the categories of the well-known Berlin Model as an initial theory. During the coding process we had to realize that this theory was not sufficient in many respects. At first, we noted that we had to deal with three different dimensions. Additionally, we found that we would need more categories, up to 70 at the end. The result of our coding process represents a first step towards the desired framework, that of course, has to be improved still a lot. This will be done by coding further case studies, extending, defining and explicating the categories.
Peter Hubwieser
Computer Science in Secondary Schools in the UK: Ways to Empower Teachers
Abstract
The recent move towards more Computer Science in school in the UK has obvious implications for teacher education, both for in-service and pre-service teachers. In England and other parts of the UK we have seen an unprecedented rate of change in the way that curricula are changing from a focus on learning to use software applications to the introduction of Computer Science throughout primary and secondary schools. In this paper we describe some of the challenges that we have faced, the progress made in the integration of CS, and the support provided for teachers in their professional development. Current developments seek to support teachers with varying needs in a holistic way and we propose a transformational model of professional development [1] for CS, both for in-service teachers as well as forming the basis of new teacher training programmes.
Sue Sentance, Mark Dorling, Adam McNicol

From Computer Usage to Computational Thinking

Informatics in the French Secondary Curricula: Recent Moves and Perspectives
Abstract
In France, since 2010, the situation regarding informatics education in secondary school has changed: Algorithmic was introduced in mathematics curricula at grade 11 and an elective Computer Science course (called ISN) has been introduced at grade 12 (Fall 2012). These changes have encouraged some initiatives for the promotion of informatics education, among them the French 2012-Bebras contest. However, the ‘informatics as a tool approach’ continues to guide decision makers in education. This context renews the issue of informatics education (including Computer Science) for all students at the different levels of secondary school. We submit some ideas to re-open the debate.
Françoise Tort, Béatrice Drot-Delange
Informatics for All High School Students
A Computational Thinking Approach
Abstract
In this paper, which is a continuation of our works on informatics education in Poland presented at previous ISSEP meetings [16-18], we focus on informatics for all high school students, a new subject introduced to schools in September 2012 by the education reform of 2008. In Section 2 we shortly characterize informatics education in high schools in Poland and the role algorithmic thinking plays in the curriculum. Section 3 is devoted to computational thinking, its educational and computing characteristics, and in Section 4 we present a textbook for informatics for all high school students [7]. It is described how the computational thinking approach has been implemented in students’ activities managed by this text book. The project based learning is proposed to organize content and students’ learning. Moreover, a flipped learning strategy is advised to students and teachers as a personalized learning during the class time and off classroom.
Maciej M. Sysło, Anna Beata Kwiatkowska

Algorithmic and Computational Thinking

Novice Difficulties with Interleaved Pattern Composition
Abstract
Design patterns are essential building blocks of computer programs. In the design of programs, patterns are selected and composed together. Pattern compositions may be of various kinds, among them: concatenation, inclusion (of one pattern in another), and interleaving (of two or more patterns). Pattern interleaving is the subtler composition. Yet, it is already required in early programming (e.g., the number of appearances of the max in a list, which requires the interleaving of counting and max computation). In this paper, we illuminate novices’ struggle with interleaved compositions. We present an empirical study of high-school CS students, which reveals several kinds of novice difficulties, including: "bypassing" of interleaved composition by concatenation, improper application of patterns, and design of malformed interleaved structures. We offer some didactic suggestions to teachers for coping with these difficulties.
David Ginat, Eti Menashe, Amal Taya
Blind Pupils Begin to Solve Algorithmic Problems
Abstract
This paper describes our very first experience with teaching the topic algorithms and problem solvingfor the unsighted pupils. We introduce our group of children and their informatics skills. Afterwards we present educational activities aimed at development of their algorithmic thinking. We haven’t used a programming environment, but we have used a programmable robotic toy Bee-Bot and tactile tables in combination with a simple text editor. Finally we present our observations done during the implementation of activities with children.
L’udmila Jašková

Games

Location-Based Games in Informatics Education
Abstract
In the digital era, pupils in primary and secondary schools tend to be familiar with smartphones, PDAs, tablets, GPS navigators etc. Since mobile devices provide new opportunities for teaching and learning, it is necessary to look for an effective way of using them in the curriculum. In this paper, the location-based games are presented as a tool for producing innovative learning scenarios. The potential of location-based games is analyzed as for their contribution to the Informatics education. The constructivist and constructionist attributes of learning that occurs while playing or developing such games are pointed out. The idea of playing location-based games to introduce some fundamental Informatics concepts is supported through a case study. The involved pupils (aged 10-15) have never played a location-based game before. Reported findings are grounded in observations and interviews with participants.
Gabriela Lovászová, Viera Palmárová
Using Computer Games as Programming Assignments for University Students and Secondary School Pupils
Abstract
Programming is an inherent part of informatics both at university and at primary, secondary and high schools in Slovakia. In our paper we describe programming oriented courses attended by our university students – the pre-service teachers. Further we describe programming knowledge and skills of secondary school pupils. We present a certain type of a computer game that we use already for several years as a motivation when teaching programming both at university and with younger children. As an example we focus on one assignment which was first presented to our university students as a final test after a programming course in Imagine. The same assignment was rewritten for 10-15 years old children and used in a programming competition Imagine Logo Cup 2012. We also present two different approaches to the solution of this assignment – one using object-oriented programming and one without objects.
Monika Tomcsányiová

Informatics in the Context of Other Disciplines

The Context-Based Approach IniK in Light of Situated and Constructive Learning Theories
Abstract
“Informatik im Kontext (IniK)” is a recent pedagogical approach introduced for lower secondary (grades 5-10) computing education in Germany. The approach is derived from the context-based teaching approaches developed in science education. In this paper, we will introduce the theoretical framework of these approaches and discuss IniK in relation to them. Addressing the question of decontextualization and student interest, we will suggest possible directions for how the approach could be improved further.
Maria Knobelsdorf, Josh Tenenberg
“Archaeology of Information” in the Primary School
Abstract
Informatics education at the lower school levels is customarily interpreted as dexterity with the ICTs. However, in our view the importance of such operational abilities has been overstated, whereas the underlying learning objectives and the actual impact on children’s intellectual development are still to be clarified. In this paper we consider a different educational perspective, whose primary aim is to provide children with appropriate mental scaffolding for computer science concepts and methodologies, many of which will be learned only later. Rather than exposing the pupils to a broad span of computing ideas, we essentially focus on representational codes and their potential to disclose new information by simple formal manipulations. Our approach is inspired by the early historical developments of ideas and tools, that allows us: (i) to propose engaging tasks within a background portrayed in the narrative register; (ii) to draw links with the topics of the specific history and mathematics syllabi; (iii) to reflect, at a meta-level, on the cognitive demands of relevant cultural achievements and on their pedagogical implications. After outlining our experience with pupils aged 6 and 9-10, we will briefly discuss children’s subjective perception and feedback, in particular as to the retention of the material learned.
Diana Bitto, Claudio Mirolo
The Contribution of Computer Science to Learning Computational Physics
Abstract
Computational science is a field that deals with the construction of computational models. It is characterized by its interdisciplinary nature. Computational science is now being taught in universities and recently even in high-schools. This paper describes research into the learning processes of tenth-grade (16-year-old) students studying a course in computational science. Following an initial finding that students achieved meaningful learning of physics, our primary goal was then to investigate the learning processes that led to this outcome. In particular, we wanted to characterize the contribution of computer science to the students’ learning. We conducted a micro-level analysis of a pair of students engaged in solving a problem in computational physics. The analysis was conducted within the framework of Knowledge Integration proposed by Linn and Eylon [1,2]. We describe the learning processes that the students went through with emphasis on the contribution of computer science to learning physics; this contribution was particularly apparent in developing criteria for evaluating acquired knowledge.
Rivka Taub, Michal Armoni, Mordechai Ben-Ari
Computer Modeling with Delphi
Constructionism and IBL in Practice and Motivation for Studying STEM
Abstract
The paper presents results of an experiment with using Delphi for simulating dynamic systems at upper secondary level. The experiment was carried out at a grammar school (age 15 – 19) in Slovakia. Free fall and projectile motion in a vacuum was simulated. A questionnaire was given to the students after the experiment about whether they were interested in creating the model and wanted to go further with adding drag or simulating other systems. The responses showed that there is a great potential in modeling at upper secondary level for motivating to go study STEM.
Jan Benacka, Jaroslav Reichel
Learning Fields in Vocational IT Education – How Teachers Interpret the Concept
Abstract
Vocational schools in Germany are part of the compulsory school system, but they differ from other secondary school types. They combine theory and practice by using learning venue cooperation between schools and vocational training companies. Taking this into account the curricula in the field of computer science (CS) and information and communication technologies (IT) are arranged in so-called ”Lernfelder” (learning fields). Learning fields are worded openly, so teachers get leeway to select learning content for their purposes. But it seems that teachers interpret the concept of learning fields quite differently. The question is: How do vocational IT school teachers deal with learning fields? The elicitation study described in this paper explores the IT teachers’ knowledge of the concept of learning fields. It is part of a project which aims to develop exemplary learning situations and helpful tools for several learning fields, which will support teachers in creating lessons in this context.
Simone Opel, Torsten Brinda

Competence-Based Learning and Retention of Competencies

Competence Measurement and Informatics Standards in Secondary Education
Abstract
As a result of the OECD Program for International Student Assessment (PISA) the development and assessment of educational standards became a high level objective in the German educational system. Following this tendency the German Informatics Society (GI) in 2008 published educational standards of informatics for lower secondary education that describe minimal informatics requirements for high school students. Up until now, no coherent competence model for the standards exists, but it is essential as a basis for the development of measurement instruments to adequately assess learners’ competences according to the standards.
This paper describes the process and a first specific step to develop such a competence measurement tool for the informatics standards. In order to figure out if it is possible to use already existing competence measurement tools for those purposes we compare the MoKoM competence model with the informatics standards categories. In this project an empirically proofed competence model of Informatics with the target group of senior class students and related measurement tools were developed.
As a result of this analytical comparison we identify concurrent competence components of both concepts. For those components already existing empirical items of the MoKoM model could be applied to measure students’ respective competences of the informatics standards. On the other hand the analysis reveals competence structures according to the standards that still needs to be supplemented with operationalized empirical items.
Johannes Magenheim, Jonas Neugebauer, Peer Stechert, Laura Ohrndorf, Barbara Linck, Sigrid Schubert, Wolfgang Nelles, Niclas Schaper
On Competence-Based Learning and Neuroscience
Abstract
Competence-orientation and personalization promise sustainable learning. But practical experiences with standards-based and personalized informatics education indicate that sustainable learning does not happen by itself, though. This contribution describes attempts to introduce competence-oriented learning into informatics lessons, addresses the observed lack of sustainability by pointing at the structure of informatics learning content and seeks for further explanations among the findings of neurodidactics. Referring to existing pedagogical patterns for computer science education we conclude that guidelines for sustainable learning at least have to regard considerations of informatics didactics as well as recommendations of neuroscience.
Peter K. Antonitsch, Barbara Sabitzer
Categorization of Pictures in Tasks of the Bebras Contest
Abstract
This paper deals with the importance and meaning of pictures in a process of learning and specifically deals with the use of images in contest tasks. We examined a large database of such tasks and we provide a variety of examples of contest tasks taking into account the ways of using pictures as visual cues in them. Our goal is to categorize the task-pictures according to their use, content and type. We focus on pictures that are directly related to informatics concepts (e.g., algorithms, data structures). Our categorization of pictures will help us better understand the meaning and nature of the pictures. We will be more knowledgeable when deciding how important a picture is for a specific task and how it relates to the text of the task.
Monika Tomcsányiová, Martina Kabátová
Research-Based Learning Revisited: On Using a Delphi Process in Informatics Teacher Education
Abstract
We present a variant of research-based learning in which teacher-training students in informatics courses were asked to participate in a Delphi process aimed at assessing the importance and difficulty of selected topics in lower secondary informatics education (grades 5 to 9). The analysis of the qualitative and quantitative data obtained during this process provides insights into when and how to address topics in lower secondary informatics education but also shows the effectiveness of the instrument with respect to the students’ competence development.
Holger Danielsiek, Ludger Humbert, Jan Vahrenhold
Backmatter
Metadaten
Titel
Informatics in Schools. Sustainable Informatics Education for Pupils of all Ages
herausgegeben von
Ira Diethelm
Roland T. Mittermeir
Copyright-Jahr
2013
Verlag
Springer Berlin Heidelberg
Electronic ISBN
978-3-642-36617-8
Print ISBN
978-3-642-36616-1
DOI
https://doi.org/10.1007/978-3-642-36617-8

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