Elements of German Informatics Curricula

ham.nw.schule.de

Elements of German Informatics Curricula

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Elements of German Informatics Curricula

Dr. rer. nat. Ludger Humbert 1,2

1 Willy-Brandt-Gesamtschule Bergkamen

2 Studienseminare Hamm, Arnsberg (Fachleiter Informatik)

12. December 2005

http://humbert.in.hagen.de/

L. Humbert Informatics Curricula


Outline

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

1 Questions

The Beginning

Research in Didactics in Informatics

2 Historical Remarks

Elements of History – Recommendations

1968–1973

1976 – timeline

1994–2005

3 Problems – Solutions

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

4 Summary – Bibliography

Summary

Bibliography

L. Humbert Informatics Curricula


Questions (1/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Why should Informatics be taught?

In the beginning it was just the opinion of some teachers:

the elements, which constitute the science informatics and

enable us to build informatics systems are so fanscinating

and different from other experiences, that pupils and

students (like those teachers) will like it very much.

Today you’ll find several (controversal) substantiations on

this topic—the main element mentioned by the most of

them: Education should enable pupils and students to

»drive the[ir] future«. If Informatics has a unique selling

point, which is a nessacary element in education and no

other subject can fulfill, then Informatics has to be

mandatory [Klafki 1991, key qualifications (in German)].

L. Humbert Informatics Curricula


Questions (1/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Why should Informatics be taught?

In the beginning it was just the opinion of some teachers:

the elements, which constitute the science informatics and

enable us to build informatics systems are so fanscinating

and different from other experiences, that pupils and

students (like those teachers) will like it very much.

Today you’ll find several (controversal) substantiations on

this topic—the main element mentioned by the most of

them: Education should enable pupils and students to

»drive the[ir] future«. If Informatics has a unique selling

point, which is a nessacary element in education and no

other subject can fulfill, then Informatics has to be

mandatory [Klafki 1991, key qualifications (in German)].

L. Humbert Informatics Curricula


Questions (1/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Why should Informatics be taught?

In the beginning it was just the opinion of some teachers:

the elements, which constitute the science informatics and

enable us to build informatics systems are so fanscinating

and different from other experiences, that pupils and

students (like those teachers) will like it very much.

Today you’ll find several (controversal) substantiations on

this topic—the main element mentioned by the most of

them: Education should enable pupils and students to

»drive the[ir] future«. If Informatics has a unique selling

point, which is a nessacary element in education and no

other subject can fulfill, then Informatics has to be

mandatory [Klafki 1991, key qualifications (in German)].

L. Humbert Informatics Curricula


Questions (2/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

What to teach in Informatics?

in the 60th:

Boolean Algebra, von Neumann Principle

construction of hardware elements (adder, coder, . . . )

in the 70th:

algorithms and data structures

problem solving by »stepwise refinement« [Wirth 1971]

»’go to’ considered harmful« [Dijkstra 1968]

in the 80th:

standard algorithms (searching and sorting) [Knuth 1973]

some nonprocedural languages were tested

»A potporri of some well known elements does not

constitute a curriculum« cf. [Nievergelt 1991]

L. Humbert Informatics Curricula


Questions (2/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

What to teach in Informatics?

in the 60th:

Boolean Algebra, von Neumann Principle

construction of hardware elements (adder, coder, . . . )

in the 70th:

algorithms and data structures

problem solving by »stepwise refinement« [Wirth 1971]

»’go to’ considered harmful« [Dijkstra 1968]

in the 80th:

standard algorithms (searching and sorting) [Knuth 1973]

some nonprocedural languages were tested

»A potporri of some well known elements does not

constitute a curriculum« cf. [Nievergelt 1991]

L. Humbert Informatics Curricula


Questions (2/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

What to teach in Informatics?

in the 60th:

Boolean Algebra, von Neumann Principle

construction of hardware elements (adder, coder, . . . )

in the 70th:

algorithms and data structures

problem solving by »stepwise refinement« [Wirth 1971]

»’go to’ considered harmful« [Dijkstra 1968]

in the 80th:

standard algorithms (searching and sorting) [Knuth 1973]

some nonprocedural languages were tested

»A potporri of some well known elements does not

constitute a curriculum« cf. [Nievergelt 1991]

L. Humbert Informatics Curricula


Questions (2/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

What to teach in Informatics?

in the 60th:

Boolean Algebra, von Neumann Principle

construction of hardware elements (adder, coder, . . . )

in the 70th:

algorithms and data structures

problem solving by »stepwise refinement« [Wirth 1971]

»’go to’ considered harmful« [Dijkstra 1968]

in the 80th:

standard algorithms (searching and sorting) [Knuth 1973]

some nonprocedural languages were tested

»A potporri of some well known elements does not

constitute a curriculum« cf. [Nievergelt 1991]

L. Humbert Informatics Curricula


Questions (2/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

What to teach in Informatics?

in the 60th:

Boolean Algebra, von Neumann Principle

construction of hardware elements (adder, coder, . . . )

in the 70th:

algorithms and data structures

problem solving by »stepwise refinement« [Wirth 1971]

»’go to’ considered harmful« [Dijkstra 1968]

in the 80th:

standard algorithms (searching and sorting) [Knuth 1973]

some nonprocedural languages were tested

»A potporri of some well known elements does not

constitute a curriculum« cf. [Nievergelt 1991]

L. Humbert Informatics Curricula


Questions (3/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Which subject should those Elements belong to?

Until today there are many teachers in mathematics and

physics, which adopt that a whole bunch of those themes

could be taught in their [primary] subject.

Whom to teach Informatics?

In the beginning many of us thought, that it is necessary to

teach Informatics to all children, but we noticed that our

society will increasingly depend on knowledge in

informatics. But there are—up to this very day there are

many obstacles for implementing a new mandatory subject

in all schools. This remains to be worked at..

L. Humbert Informatics Curricula


Questions (3/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Which subject should those Elements belong to?

Until today there are many teachers in mathematics and

physics, which adopt that a whole bunch of those themes

could be taught in their [primary] subject.

Whom to teach Informatics?

In the beginning many of us thought, that it is necessary to

teach Informatics to all children, but we noticed that our

society will increasingly depend on knowledge in

informatics. But there are—up to this very day there are

many obstacles for implementing a new mandatory subject

in all schools. This remains to be worked at..

L. Humbert Informatics Curricula


Questions (3/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Which subject should those Elements belong to?

Until today there are many teachers in mathematics and

physics, which adopt that a whole bunch of those themes

could be taught in their [primary] subject.

Whom to teach Informatics?

In the beginning many of us thought, that it is necessary to

teach Informatics to all children, but we noticed that our

society will increasingly depend on knowledge in

informatics. But there are—up to this very day there are

many obstacles for implementing a new mandatory subject

in all schools. This remains to be worked at..

L. Humbert Informatics Curricula


Questions (3/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Which subject should those Elements belong to?

Until today there are many teachers in mathematics and

physics, which adopt that a whole bunch of those themes

could be taught in their [primary] subject.

Whom to teach Informatics?

In the beginning many of us thought, that it is necessary to

teach Informatics to all children, but we noticed that our

society will increasingly depend on knowledge in

informatics. But there are—up to this very day there are

many obstacles for implementing a new mandatory subject

in all schools. This remains to be worked at..

L. Humbert Informatics Curricula


Questions (4/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Which teachers teach Informatics?

In the beginning, in Germany only teachers who where

personally interested in some of the facets of informatics

developed courses, in their spare time, because there was

no didactic of informatics.

This situation was’nt changed until 1996, when the first

chair for Didactics of Informatics was given to

Prof. Dr. Andreas Schwill in Potsdam (Brandenburg).

L. Humbert Informatics Curricula


Questions (4/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Which teachers teach Informatics?

In the beginning, in Germany only teachers who where

personally interested in some of the facets of informatics

developed courses, in their spare time, because there was

no didactic of informatics.

This situation was’nt changed until 1996, when the first

chair for Didactics of Informatics was given to

Prof. Dr. Andreas Schwill in Potsdam (Brandenburg).

L. Humbert Informatics Curricula


Questions (4/4)

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Which teachers teach Informatics?

In the beginning, in Germany only teachers who where

personally interested in some of the facets of informatics

developed courses, in their spare time, because there was

no didactic of informatics.

This situation was’nt changed until 1996, when the first

chair for Didactics of Informatics was given to

Prof. Dr. Andreas Schwill in Potsdam (Brandenburg).

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

The Beginning

Research in Didactics in Informatics

Locations: Didactics of InformaticsGermany 2005

A number of Professors for Didactics

of Informatics were put

[primary] at the faculties of Informatics

around Germany in

the last ten years. The author

is the second one [first was

Prof. Dr. Marco Thomas (now at

Münster), who got his PhD at

Potsdam] – the author did most

of his work at Dortmund and

got his PhD at Siegen (1st referee

Prof. Dr. Sigrid Schubert,

2nd referee Prof. Dr. Andreas

Schwill)

Paderborn

Münster

Potsdam

Jena

Berlin

Erlangen

Hamburg

Aachen

Dortmund

München

[Humbert 2005, p. 56]

Duisburg

Dresden

Siegen

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (1)

1968–1973

1976 – timeline

1994–2005

USA—ACM

1968 First curricular Recommendations for Undergraduate

Courses in the USA [ACM 1968]

Germany – Northrhine-Westfalia

1969 First Courses in Informatics in Germany

(Gesamtschule Berger Feld, Gelsenkirchen)

[CUU-Gruppe Gelsenkirchen 1973]

Basis for Curriculum-Construction in Northrhine-Westfalia

(Federal State with most inhabitants in Germany)

Goal: Identifying Problems to get students in touch with

Informatics

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (1)

1968–1973

1976 – timeline

1994–2005

USA—ACM

1968 First curricular Recommendations for Undergraduate

Courses in the USA [ACM 1968]

Germany – Northrhine-Westfalia

1969 First Courses in Informatics in Germany

(Gesamtschule Berger Feld, Gelsenkirchen)

[CUU-Gruppe Gelsenkirchen 1973]

Basis for Curriculum-Construction in Northrhine-Westfalia

(Federal State with most inhabitants in Germany)

Goal: Identifying Problems to get students in touch with

Informatics

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (1)

1968–1973

1976 – timeline

1994–2005

USA—ACM

1968 First curricular Recommendations for Undergraduate

Courses in the USA [ACM 1968]

Germany – Northrhine-Westfalia

1969 First Courses in Informatics in Germany

(Gesamtschule Berger Feld, Gelsenkirchen)

[CUU-Gruppe Gelsenkirchen 1973]

Basis for Curriculum-Construction in Northrhine-Westfalia

(Federal State with most inhabitants in Germany)

Goal: Identifying Problems to get students in touch with

Informatics

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (1)

1968–1973

1976 – timeline

1994–2005

USA—ACM

1968 First curricular Recommendations for Undergraduate

Courses in the USA [ACM 1968]

Germany – Northrhine-Westfalia

1969 First Courses in Informatics in Germany

(Gesamtschule Berger Feld, Gelsenkirchen)

[CUU-Gruppe Gelsenkirchen 1973]

Basis for Curriculum-Construction in Northrhine-Westfalia

(Federal State with most inhabitants in Germany)

Goal: Identifying Problems to get students in touch with

Informatics

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (1)

1968–1973

1976 – timeline

1994–2005

USA—ACM

1968 First curricular Recommendations for Undergraduate

Courses in the USA [ACM 1968]

Germany – Northrhine-Westfalia

1969 First Courses in Informatics in Germany

(Gesamtschule Berger Feld, Gelsenkirchen)

[CUU-Gruppe Gelsenkirchen 1973]

Basis for Curriculum-Construction in Northrhine-Westfalia

(Federal State with most inhabitants in Germany)

Goal: Identifying Problems to get students in touch with

Informatics

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (1)

1968–1973

1976 – timeline

1994–2005

USA—ACM

1968 First curricular Recommendations for Undergraduate

Courses in the USA [ACM 1968]

Germany – Northrhine-Westfalia

1969 First Courses in Informatics in Germany

(Gesamtschule Berger Feld, Gelsenkirchen)

[CUU-Gruppe Gelsenkirchen 1973]

Basis for Curriculum-Construction in Northrhine-Westfalia

(Federal State with most inhabitants in Germany)

Goal: Identifying Problems to get students in touch with

Informatics

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (1)

1968–1973

1976 – timeline

1994–2005

USA—ACM

1968 First curricular Recommendations for Undergraduate

Courses in the USA [ACM 1968]

Germany – Northrhine-Westfalia

1969 First Courses in Informatics in Germany

(Gesamtschule Berger Feld, Gelsenkirchen)

[CUU-Gruppe Gelsenkirchen 1973]

Basis for Curriculum-Construction in Northrhine-Westfalia

(Federal State with most inhabitants in Germany)

Goal: Identifying Problems to get students in touch with

Informatics

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (2)

1968–1973

1976 – timeline

1994–2005

Germany – German Society of Informatics (GI e. V.) – [GI 2003]

1976 German Society for InformaticsCurricular

Recommandations for Secondary II-Schools in Germany

[Brauer u. a. 1976]

Main goal: Problem Solving by construction of algorithms

and datastructures

approaches to

didactics of informatics ...

recursion oriented

method

in teaching

informatics

problem-oriented

"top-down"

approach

in teaching

informatics

attempt

for a

consistent

concept

orientation on

fundamental

concepts of

informatics

scientific view

on the topics

in teaching

informatics

recommendations

for a concept

concerning informatics

in general

school system

1970 1975 1980 1985 1990 1995 2000

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (2)

1968–1973

1976 – timeline

1994–2005

Germany – German Society of Informatics (GI e. V.) – [GI 2003]

1976 German Society for InformaticsCurricular

Recommandations for Secondary II-Schools in Germany

[Brauer u. a. 1976]

Main goal: Problem Solving by construction of algorithms

and datastructures

approaches to

didactics of informatics ...

recursion oriented

method

in teaching

informatics

problem-oriented

"top-down"

approach

in teaching

informatics

attempt

for a

consistent

concept

orientation on

fundamental

concepts of

informatics

scientific view

on the topics

in teaching

informatics

recommendations

for a concept

concerning informatics

in general

school system

1970 1975 1980 1985 1990 1995 2000

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (2)

1968–1973

1976 – timeline

1994–2005

Germany – German Society of Informatics (GI e. V.) – [GI 2003]

1976 German Society for InformaticsCurricular

Recommandations for Secondary II-Schools in Germany

[Brauer u. a. 1976]

Main goal: Problem Solving by construction of algorithms

and datastructures

approaches to

didactics of informatics ...

recursion oriented

method

in teaching

informatics

problem-oriented

"top-down"

approach

in teaching

informatics

attempt

for a

consistent

concept

orientation on

fundamental

concepts of

informatics

scientific view

on the topics

in teaching

informatics

recommendations

for a concept

concerning informatics

in general

school system

1970 1975 1980 1985 1990 1995 2000

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (2)

1968–1973

1976 – timeline

1994–2005

Germany – German Society of Informatics (GI e. V.) – [GI 2003]

1976 German Society for InformaticsCurricular

Recommandations for Secondary II-Schools in Germany

[Brauer u. a. 1976]

Main goal: Problem Solving by construction of algorithms

and datastructures

approaches to

didactics of informatics ...

recursion oriented

method

in teaching

informatics

problem-oriented

"top-down"

approach

in teaching

informatics

attempt

for a

consistent

concept

orientation on

fundamental

concepts of

informatics

scientific view

on the topics

in teaching

informatics

recommendations

for a concept

concerning informatics

in general

school system

1970 1975 1980 1985 1990 1995 2000

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (3)

1968–1973

1976 – timeline

1994–2005

IFIP/UNESCO – Recommendations

1994 »Informatics for secondary education: a curriculum

for schools« [van Weert u. a. 1994]

2000 »Information and Communication Technology in

Secondary Education—A Curriculum for Schools«

[van Weert u. a. 2000]

2000 »IFIP/UNESCO Informatics Curriculum Framework

2000—Building effective higher Education Informatics

Curricula in a Situation of Change«

[Mulder and van Weert 2000]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (3)

1968–1973

1976 – timeline

1994–2005

IFIP/UNESCO – Recommendations

1994 »Informatics for secondary education: a curriculum

for schools« [van Weert u. a. 1994]

2000 »Information and Communication Technology in

Secondary Education—A Curriculum for Schools«

[van Weert u. a. 2000]

2000 »IFIP/UNESCO Informatics Curriculum Framework

2000—Building effective higher Education Informatics

Curricula in a Situation of Change«

[Mulder and van Weert 2000]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (3)

1968–1973

1976 – timeline

1994–2005

IFIP/UNESCO – Recommendations

1994 »Informatics for secondary education: a curriculum

for schools« [van Weert u. a. 1994]

2000 »Information and Communication Technology in

Secondary Education—A Curriculum for Schools«

[van Weert u. a. 2000]

2000 »IFIP/UNESCO Informatics Curriculum Framework

2000—Building effective higher Education Informatics

Curricula in a Situation of Change«

[Mulder and van Weert 2000]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

From ACM to IFIP (3)

1968–1973

1976 – timeline

1994–2005

IFIP/UNESCO – Recommendations

1994 »Informatics for secondary education: a curriculum

for schools« [van Weert u. a. 1994]

2000 »Information and Communication Technology in

Secondary Education—A Curriculum for Schools«

[van Weert u. a. 2000]

2000 »IFIP/UNESCO Informatics Curriculum Framework

2000—Building effective higher Education Informatics

Curricula in a Situation of Change«

[Mulder and van Weert 2000]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

. . . to Germany . . . to IFIP (4)

1968–1973

1976 – timeline

1994–2005

Recommendations—design and development of first Standards

2000 »Gesamtkonzept zur informatischen Bildung an

allgemein bildenden Schulen« [GI 2000]

2004 »Dagstuhl-Seminar: Concepts of Empirical Research

and Standardisation of Measurement in the Area of

Didactics of Informatics« [Magenheim and Schubert 2004]

2005 World Congress Computers in Education

(WCCE—South Africa): Workshop on Standards in

Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

. . . to Germany . . . to IFIP (4)

1968–1973

1976 – timeline

1994–2005

Recommendations—design and development of first Standards

2000 »Gesamtkonzept zur informatischen Bildung an

allgemein bildenden Schulen« [GI 2000]

2004 »Dagstuhl-Seminar: Concepts of Empirical Research

and Standardisation of Measurement in the Area of

Didactics of Informatics« [Magenheim and Schubert 2004]

2005 World Congress Computers in Education

(WCCE—South Africa): Workshop on Standards in

Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

. . . to Germany . . . to IFIP (4)

1968–1973

1976 – timeline

1994–2005

Recommendations—design and development of first Standards

2000 »Gesamtkonzept zur informatischen Bildung an

allgemein bildenden Schulen« [GI 2000]

2004 »Dagstuhl-Seminar: Concepts of Empirical Research

and Standardisation of Measurement in the Area of

Didactics of Informatics« [Magenheim and Schubert 2004]

2005 World Congress Computers in Education

(WCCE—South Africa): Workshop on Standards in

Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

. . . to Germany . . . to IFIP (4)

1968–1973

1976 – timeline

1994–2005

Recommendations—design and development of first Standards

2000 »Gesamtkonzept zur informatischen Bildung an

allgemein bildenden Schulen« [GI 2000]

2004 »Dagstuhl-Seminar: Concepts of Empirical Research

and Standardisation of Measurement in the Area of

Didactics of Informatics« [Magenheim and Schubert 2004]

2005 World Congress Computers in Education

(WCCE—South Africa): Workshop on Standards in

Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The Problem – What are we talking about?

Informatics (Definitions)

A science?

Answers the question:

What can be efficiently

automated?

»That means, it views

itself as a formal and an

engineering science,

relying strongly on the

traditional scientific

paradigm«

[Floyd u. a. 1992, p. 19].

Why not CS, ICT, IT . . . ?

Initiatives . . .

The key

ICDL – supported by

IFIP ;-(

is: information

scientific approach

subject: informatics

(and _not_ computer

science)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The Problem – What are we talking about?

Informatics (Definitions)

A science?

Answers the question:

What can be efficiently

automated?

»That means, it views

itself as a formal and an

engineering science,

relying strongly on the

traditional scientific

paradigm«

[Floyd u. a. 1992, p. 19].

Why not CS, ICT, IT . . . ?

Initiatives . . .

The key

ICDL – supported by

IFIP ;-(

is: information

scientific approach

subject: informatics

(and _not_ computer

science)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The Problem – What are we talking about?

Informatics (Definitions)

A science?

Answers the question:

What can be efficiently

automated?

»That means, it views

itself as a formal and an

engineering science,

relying strongly on the

traditional scientific

paradigm«

[Floyd u. a. 1992, p. 19].

Why not CS, ICT, IT . . . ?

Initiatives . . .

The key

ICDL – supported by

IFIP ;-(

is: information

scientific approach

subject: informatics

(and _not_ computer

science)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The Problem – What are we talking about?

Informatics (Definitions)

A science?

Answers the question:

What can be efficiently

automated?

»That means, it views

itself as a formal and an

engineering science,

relying strongly on the

traditional scientific

paradigm«

[Floyd u. a. 1992, p. 19].

Why not CS, ICT, IT . . . ?

Initiatives . . .

The key

ICDL – supported by

IFIP ;-(

is: information

scientific approach

subject: informatics

(and _not_ computer

science)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The Problem – What are we talking about?

Informatics (Definitions)

A science?

Answers the question:

What can be efficiently

automated?

»That means, it views

itself as a formal and an

engineering science,

relying strongly on the

traditional scientific

paradigm«

[Floyd u. a. 1992, p. 19].

Why not CS, ICT, IT . . . ?

Initiatives . . .

The key

ICDL – supported by

IFIP ;-(

is: information

scientific approach

subject: informatics

(and _not_ computer

science)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The Problem – What are we talking about?

Informatics (Definitions)

A science?

Answers the question:

What can be efficiently

automated?

»That means, it views

itself as a formal and an

engineering science,

relying strongly on the

traditional scientific

paradigm«

[Floyd u. a. 1992, p. 19].

Why not CS, ICT, IT . . . ?

Initiatives . . .

The key

ICDL – supported by

IFIP ;-(

is: information

scientific approach

subject: informatics

(and _not_ computer

science)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The Problem – What are we talking about?

Informatics (Definitions)

A science?

Answers the question:

What can be efficiently

automated?

»That means, it views

itself as a formal and an

engineering science,

relying strongly on the

traditional scientific

paradigm«

[Floyd u. a. 1992, p. 19].

Why not CS, ICT, IT . . . ?

Initiatives . . .

The key

ICDL – supported by

IFIP ;-(

is: information

scientific approach

subject: informatics

(and _not_ computer

science)

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Fundamentals?

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Misunderstanding, what

subject matter/topics

Informatics includes

leads to

Misleading »concepts«

hardware course

programming course

application training

course

.. . . —orientation

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

General approaches

Fundamental Ideas

—1993: [Schwill 1994]

algorithmization

structured dissection

language

Information centered —

1996: [Hubwieser u. a. 1997]

Representing

Information

Interpretation of Data as

Information

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Institutional—structural deficits?

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Germany—hexadecimal structured educational system

regional organized loosely coupled educational systems

advantage: testing specific approaches localy

disadvantage: every development has to look for regional

specifics

agreement on what students have to know, when they

leave school (examination before university) [KMK 2004]

EPA—Central Elements for Exams in Informatics in Germany

modelling, implementation, informatics concepts & methods,

analysing concepts, etc. [KMK 2004, pp. 12]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Institutional—structural deficits?

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Germany—hexadecimal structured educational system

regional organized loosely coupled educational systems

advantage: testing specific approaches localy

disadvantage: every development has to look for regional

specifics

agreement on what students have to know, when they

leave school (examination before university) [KMK 2004]

EPA—Central Elements for Exams in Informatics in Germany

modelling, implementation, informatics concepts & methods,

analysing concepts, etc. [KMK 2004, pp. 12]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Institutional—structural deficits?

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Germany—hexadecimal structured educational system

regional organized loosely coupled educational systems

advantage: testing specific approaches localy

disadvantage: every development has to look for regional

specifics

agreement on what students have to know, when they

leave school (examination before university) [KMK 2004]

EPA—Central Elements for Exams in Informatics in Germany

modelling, implementation, informatics concepts & methods,

analysing concepts, etc. [KMK 2004, pp. 12]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Institutional—structural deficits?

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Germany—hexadecimal structured educational system

regional organized loosely coupled educational systems

advantage: testing specific approaches localy

disadvantage: every development has to look for regional

specifics

agreement on what students have to know, when they

leave school (examination before university) [KMK 2004]

EPA—Central Elements for Exams in Informatics in Germany

modelling, implementation, informatics concepts & methods,

analysing concepts, etc. [KMK 2004, pp. 12]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Institutional—structural deficits?

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Germany—hexadecimal structured educational system

regional organized loosely coupled educational systems

advantage: testing specific approaches localy

disadvantage: every development has to look for regional

specifics

agreement on what students have to know, when they

leave school (examination before university) [KMK 2004]

EPA—Central Elements for Exams in Informatics in Germany

modelling, implementation, informatics concepts & methods,

analysing concepts, etc. [KMK 2004, pp. 12]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Institutional—structural deficits?

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Germany—hexadecimal structured educational system

regional organized loosely coupled educational systems

advantage: testing specific approaches localy

disadvantage: every development has to look for regional

specifics

agreement on what students have to know, when they

leave school (examination before university) [KMK 2004]

EPA—Central Elements for Exams in Informatics in Germany

modelling, implementation, informatics concepts & methods,

analysing concepts, etc. [KMK 2004, pp. 12]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Institutional—structural deficits?

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Germany—hexadecimal structured educational system

regional organized loosely coupled educational systems

advantage: testing specific approaches localy

disadvantage: every development has to look for regional

specifics

agreement on what students have to know, when they

leave school (examination before university) [KMK 2004]

EPA—Central Elements for Exams in Informatics in Germany

modelling, implementation, informatics concepts & methods,

analysing concepts, etc. [KMK 2004, pp. 12]

L. Humbert Informatics Curricula


Institutional

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Situation in Northrhine-Westfalia (NW)

Central Exams a (first in 2007) –

[van Briel (federführend) u. a. 2005]

Example assignments online –

http://www.learn-line.nrw.de/angebote/

abitur/download/+«if*« and +«inf*«

Curricular Guidelines for upper secondary

level—[MSWWF 1999]

a Zentralabitur Informatik Nordrhein-Westfalen

L. Humbert Informatics Curricula


Institutional

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Situation in Northrhine-Westfalia (NW)

Central Exams a (first in 2007) –

[van Briel (federführend) u. a. 2005]

Example assignments online –

http://www.learn-line.nrw.de/angebote/

abitur/download/+«if*« and +«inf*«

Curricular Guidelines for upper secondary

level—[MSWWF 1999]

a Zentralabitur Informatik Nordrhein-Westfalen

L. Humbert Informatics Curricula


Institutional

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Situation in Northrhine-Westfalia (NW)

Central Exams a (first in 2007) –

[van Briel (federführend) u. a. 2005]

Example assignments online –

http://www.learn-line.nrw.de/angebote/

abitur/download/+«if*« and +«inf*«

Curricular Guidelines for upper secondary

level—[MSWWF 1999]

a Zentralabitur Informatik Nordrhein-Westfalen

L. Humbert Informatics Curricula


Institutional

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Situation in Northrhine-Westfalia (NW)

Central Exams a (first in 2007) –

[van Briel (federführend) u. a. 2005]

Example assignments online –

http://www.learn-line.nrw.de/angebote/

abitur/download/+«if*« and +«inf*«

Curricular Guidelines for upper secondary

level—[MSWWF 1999]

a Zentralabitur Informatik Nordrhein-Westfalen

L. Humbert Informatics Curricula


Institutional

Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Situation in Northrhine-Westfalia (NW)

Central Exams a (first in 2007) –

[van Briel (federführend) u. a. 2005]

Example assignments online –

http://www.learn-line.nrw.de/angebote/

abitur/download/+«if*« and +«inf*«

Curricular Guidelines for upper secondary

level—[MSWWF 1999]

a Zentralabitur Informatik Nordrhein-Westfalen

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Implementation—Perspective

Implementation in Northrhine-Westfalia (NW)

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Material developed ~15 years ago (named: Stifte und

Mäuse)—distributed as [Czischke u. a. 1999]

Minimal advanced training was carried out—additional

material was produced

http://www.learn-line.de/angebote/oop/

Connecting Didactics and Real Teaching—OECD-PISA-style

First approach 2003 — Material in English:

[Humbert and Puhlmann 2004], [Puhlmann 2005]

Working on nationwide Standards—carried out first

elements (development á la NCTM)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Implementation—Perspective

Implementation in Northrhine-Westfalia (NW)

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Material developed ~15 years ago (named: Stifte und

Mäuse)—distributed as [Czischke u. a. 1999]

Minimal advanced training was carried out—additional

material was produced

http://www.learn-line.de/angebote/oop/

Connecting Didactics and Real Teaching—OECD-PISA-style

First approach 2003 — Material in English:

[Humbert and Puhlmann 2004], [Puhlmann 2005]

Working on nationwide Standards—carried out first

elements (development á la NCTM)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Implementation—Perspective

Implementation in Northrhine-Westfalia (NW)

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Material developed ~15 years ago (named: Stifte und

Mäuse)—distributed as [Czischke u. a. 1999]

Minimal advanced training was carried out—additional

material was produced

http://www.learn-line.de/angebote/oop/

Connecting Didactics and Real Teaching—OECD-PISA-style

First approach 2003 — Material in English:

[Humbert and Puhlmann 2004], [Puhlmann 2005]

Working on nationwide Standards—carried out first

elements (development á la NCTM)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Implementation—Perspective

Implementation in Northrhine-Westfalia (NW)

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Material developed ~15 years ago (named: Stifte und

Mäuse)—distributed as [Czischke u. a. 1999]

Minimal advanced training was carried out—additional

material was produced

http://www.learn-line.de/angebote/oop/

Connecting Didactics and Real Teaching—OECD-PISA-style

First approach 2003 — Material in English:

[Humbert and Puhlmann 2004], [Puhlmann 2005]

Working on nationwide Standards—carried out first

elements (development á la NCTM)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Implementation—Perspective

Implementation in Northrhine-Westfalia (NW)

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Material developed ~15 years ago (named: Stifte und

Mäuse)—distributed as [Czischke u. a. 1999]

Minimal advanced training was carried out—additional

material was produced

http://www.learn-line.de/angebote/oop/

Connecting Didactics and Real Teaching—OECD-PISA-style

First approach 2003 — Material in English:

[Humbert and Puhlmann 2004], [Puhlmann 2005]

Working on nationwide Standards—carried out first

elements (development á la NCTM)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Implementation—Perspective

Implementation in Northrhine-Westfalia (NW)

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Material developed ~15 years ago (named: Stifte und

Mäuse)—distributed as [Czischke u. a. 1999]

Minimal advanced training was carried out—additional

material was produced

http://www.learn-line.de/angebote/oop/

Connecting Didactics and Real Teaching—OECD-PISA-style

First approach 2003 — Material in English:

[Humbert and Puhlmann 2004], [Puhlmann 2005]

Working on nationwide Standards—carried out first

elements (development á la NCTM)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Implementation—Perspective

Implementation in Northrhine-Westfalia (NW)

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

Material developed ~15 years ago (named: Stifte und

Mäuse)—distributed as [Czischke u. a. 1999]

Minimal advanced training was carried out—additional

material was produced

http://www.learn-line.de/angebote/oop/

Connecting Didactics and Real Teaching—OECD-PISA-style

First approach 2003 — Material in English:

[Humbert and Puhlmann 2004], [Puhlmann 2005]

Working on nationwide Standards—carried out first

elements (development á la NCTM)

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

A Phenomen as Access to Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

A Phenomen as Access to Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

A Phenomen as Access to Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

A Phenomen as Access to Informatics Education

How does the till know

the price of the milk?

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

A Phenomen as Access to Informatics Education

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

A Phenomen as Access to Informatics Education

Answers (12 year old

childs):

»the price is in the

barcode« to »the

price is stored in the

till /a computer«

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Status: not really solved

Misunderstanding and General Approaches

Situation in Northrhine-Westfalia (NW)

The process of modelling in informatics

informatics

world

model

formalize

situation

process

validate

problem solution

consequences

interpret

results

[Humbert and Puhlmann 2005, Figure 2]

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Summary Informatics Education

What has to be done . . . will be done?

Informatics education is a mandatory subject for all pupils

and students—in some regions in Germany (not in NW)

Concept for Informatics at schools in Germany exists

[GI 2000]—has to be implemented

Standing on the shoulder of this concept Informatics at

schools will change

Informatics enables students to understand the

»Informatics inside«–World and act responsible

Phenomena should picked as starting and focal points in

Informatics education in school

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Summary Informatics Education

What has to be done . . . will be done?

Informatics education is a mandatory subject for all pupils

and students—in some regions in Germany (not in NW)

Concept for Informatics at schools in Germany exists

[GI 2000]—has to be implemented

Standing on the shoulder of this concept Informatics at

schools will change

Informatics enables students to understand the

»Informatics inside«–World and act responsible

Phenomena should picked as starting and focal points in

Informatics education in school

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Summary Informatics Education

What has to be done . . . will be done?

Informatics education is a mandatory subject for all pupils

and students—in some regions in Germany (not in NW)

Concept for Informatics at schools in Germany exists

[GI 2000]—has to be implemented

Standing on the shoulder of this concept Informatics at

schools will change

Informatics enables students to understand the

»Informatics inside«–World and act responsible

Phenomena should picked as starting and focal points in

Informatics education in school

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Summary Informatics Education

What has to be done . . . will be done?

Informatics education is a mandatory subject for all pupils

and students—in some regions in Germany (not in NW)

Concept for Informatics at schools in Germany exists

[GI 2000]—has to be implemented

Standing on the shoulder of this concept Informatics at

schools will change

Informatics enables students to understand the

»Informatics inside«–World and act responsible

Phenomena should picked as starting and focal points in

Informatics education in school

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Summary Informatics Education

What has to be done . . . will be done?

Informatics education is a mandatory subject for all pupils

and students—in some regions in Germany (not in NW)

Concept for Informatics at schools in Germany exists

[GI 2000]—has to be implemented

Standing on the shoulder of this concept Informatics at

schools will change

Informatics enables students to understand the

»Informatics inside«–World and act responsible

Phenomena should picked as starting and focal points in

Informatics education in school

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Summary Informatics Education

What has to be done . . . will be done?

Informatics education is a mandatory subject for all pupils

and students—in some regions in Germany (not in NW)

Concept for Informatics at schools in Germany exists

[GI 2000]—has to be implemented

Standing on the shoulder of this concept Informatics at

schools will change

Informatics enables students to understand the

»Informatics inside«–World and act responsible

Phenomena should picked as starting and focal points in

Informatics education in school

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Summary Informatics Education

What has to be done . . . will be done?

Informatics education is a mandatory subject for all pupils

and students—in some regions in Germany (not in NW)

Concept for Informatics at schools in Germany exists

[GI 2000]—has to be implemented

Standing on the shoulder of this concept Informatics at

schools will change

Informatics enables students to understand the

»Informatics inside«–World and act responsible

Phenomena should picked as starting and focal points in

Informatics education in school

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

ACM:

ACM Curriculum Committee on Computer Science. Curriculum 68: Recommendations for the undergraduate

program in computer science.

In: Comm. ACM

(1968), March. –

Curriculum Committee on Computer Science

BRAUER, Wilfried ; CLAUS, Volker ; DEUSSEN, Peter ; JÜRGEN EICKEL (FEDERFÜHREND) ; HAACKE, Wolfhart

; HOSSEUS, Winfried ; KOSTER, Cornelis H. A. ; OLLESKY, Dieter ; WEINHART, Karl ; GESELLSCHAFT FÜR

INFORMATIK E. V.:

Zielsetzungen und Inhalte des Informatikunterrichts.

In: ZDM

8 (1976), Nr. 1, S. 35–43. –

ZDM – Zentralblatt für Didaktik der Mathematik. –

ISSN 0044–4103

BRIEL (FEDERFÜHREND), Wolfgang van ; DINGEMANN (FEDERFÜHREND), Klaus ; LINK, Dietmar ;

WÜSTHOFF, Hans-Jürgen ; HAHLWEG, Ebbo ; ESCHEN, Focke ; LOMEN, Franz ; KLEMISCH, Ingo ; PSARSKI,

Klaus ; MALTE, Reuter ; STIRBA, Norbert ; PÖRSCHKE, Wolfgang:

Vorgaben zu den unterrichtlichen Voraussetzungen für die schriftlichen Prüfungen im Abitur in der

gymnasialen Oberstufe im Jahr 2007. Vorgaben für das Fach Informatik.

Februar 2005. –

http://www.learn-line.nrw.de/angebote/abitur/download/if-k-vorgaben.pdf – geprüft:

5. Dezember 2005

CUU-GRUPPE GELSENKIRCHEN (Hrsg.):

Entwurf einer Unterrrichtsstruktur des Faches Informatik an der Studienstufe der Gesamtschule

Gelsenkirchen.

Gelsenkirchen : Gesamtschule, 1973

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

CZISCHKE, Jürgen ; DICK, Georg ; HILDEBRECHT, Horst ; HUMBERT, Ludger ; UEDING, Werner ; WALLOS,

Klaus ; LANDESINSTITUT FÜR SCHULE UND WEITERBILDUNG (Hrsg.):

Von Stiften und Mäusen.

1. Aufl.

Bönen : DruckVerlag Kettler GmbH, 1999. –

ISBN 3–8165–4165–8

DIJKSTRA, Edsger W.:

Go To Statement Considered Harmful.

In: Comm. ACM

11 (1968), March, Nr. 3, S. 147–148. –

http://www.acm.org/classics/oct95/

FLOYD, Christiane ; ZÜLLIGHOVEN, Heinz ; BUDDE, Reinhard ; KEIL-SLAWIK, Reinhard:

Software Development and Reality Construction.

Berlin : Springer, 1992. –

ISBN 3–54054349–X

GI:

Empfehlung der Gesellschaft für Informatik e.V. für ein Gesamtkonzept zur informatischen Bildung an

allgemein bildenden Schulen.

In: Informatik Spektrum

23 (2000), Dezember, Nr. 6, S. 378–382. –

http:

//www.gi-ev.de/fileadmin/redaktion/empfehlungen/gesamtkonzept_26_9_2000.pdf –

geprüft: 6. Dezember 2005 auch veröffentlicht als Beilage in LOG IN 20 (2000) Heft 2, S. I-VII. –

ISSN 0170–6012

GI:

Empfehlungen der GI für Informatik-Studium, -Ausbildung, -Fortbildung und -Weiterbildung.

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

Februar 2003. –

GI – Gesellschaft für Informatik e. V.

http://www.gi-ev.de/service/publikationen/empfehlungen/ – geprüft: 3. Dezember 2005

HUBWIESER, Peter ; BROY, Manfred ; BRAUER, Wilfried:

A new approach to teaching technologies: shifting emphasis from technology to information.

In: PASSEY, Don (Hrsg.) ; SAMWAYS, Brain (Hrsg.): Information Technology – Supporting change through

teacher education.

London : Chapman & Hall, 1997, S. 115–121

HUMBERT, Ludger:

Didaktik der Informatik – mit praxiserprobtem Unterrichtsmaterial.

Wiesbaden : B.G. Teubner Verlag, September 2005

(Leitfäden der Informatik). –

http://humbert.in.hagen.de/ddi/ – geprüft: 3. August 2005. –

ISBN 3–8351–0038–6

HUMBERT, Ludger ; PUHLMANN, Hermann:

Essential Ingredients of Literacy in Informatics.

In: [Magenheim and Schubert 2004], S. 65–76. –

ISBN 3–88579–435–7

HUMBERT, Ludger ; PUHLMANN, Hermann:

Essential Ingredients of Literacy in Informatic.

In: [WCC 2005], . –

Documents/445.pdf. –

ISBN 1–920–01711–9

KLAFKI, Wolfgang:

Grundzüge eines neuen Allgemeinbildungskonzepts. Im Zentrum: Epochaltypische Schlüsselprobleme.

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

In: Neue Studien zur Bildungstheorie und Didaktik: Zeitgemäße Allgemeinbildung und kritisch-konstruktive

Didaktik.

Weinheim, Basel : Beltz Verlag, 1991, S. 43ff

KMK (Hrsg.):

Einheitliche Prüfungsanforderungen in der Abiturprüfung „Informatik“.

Bonn : KMK, 2004. –

KMK – Ständige Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland

http://www.kmk.org/doc/beschl/EPA-Informatik.pdf – geprüft: 5. Dezember 2005

KNUTH, Donald E.:

Sorting and Searching.

2. Aufl.

Bonn : Addison Wesley, 1973

MAGENHEIM, Johannes (Hrsg.) ; SCHUBERT, Sigrid (Hrsg.) ; Dagstuhl-Seminar of the German Informatics

Society (GI) 19.–24. September 2004 (Veranst.):

Informatics and Student Assessment. Concepts of Empirical Research and Standardisation of Measurement

in the Area of Didactics of Informatics.

Bd. 1.

Bonn : Köllen Druck+Verlag GmbH, September 2004

(GI-Edition – Lecture Notes in Informatics (LNI) – Seminars S-1). –

ISBN 3–88579–435–7

MSWWF (Hrsg.):

Richtlinien und Lehrpläne für die Sekundarstufe II – Gymnasium/Gesamtschule in Nordrhein-Westfalen –

Informatik.

1. Aufl.

Frechen : Ritterbach Verlag, Juni 1999

(Schriftenreihe Schule in NRW 4725). –

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

MSWWF (Ministerium für Schule und Weiterbildung, Wissenschaft und Forschung des Landes

Nordrhein-Westfalen)

MULDER, Fred ; WEERT, Tom J.:

IFIP/UNESCO Informatics Curriculum Framework 2000 – Building effective higher Education Informatics

Curricula in a Situation of Change.

Paris : UNESCO, 2000. –

IFIP/WG3.2, ICF–2000 http://poe.netlab.csc.villanova.edu/ifip32/ICF2000.htm – geprüft:

8. Oktober 2002

NIEVERGELT, Jürg:

Was ist Informatik-Didaktik?

Oldenburg : Universität, 1991. –

Sonderdruck 4. Fachtagung „Informatik und Schule“, Oldenburg, 7. bis 9. Oktober 1991

PUHLMANN, Hermann:

Exploring Test Items in the PISA-Style for Informatics.

In: [WCC 2005], S. Documents/110.pdf. –

ISBN 1–920–01711–9

SCHWILL, Andreas:

Fundamental Ideas of Computer Science.

In: EATCS-Bulletin

(1994), Nr. 53, S. 274–295. –

http://www.didaktik.cs.uni-potsdam.de/Forschung/Schriften/EATCS.pdf – last visited:

5 th December 2005

8 th IFIP World Conference on Computers in Education, 4–7 th July 2005, University of Stellenbosch.

Cape Town, South Africa : Document Transformation Technologies cc, July 2005

. –

L. Humbert Informatics Curricula


Four Questions

Historical Remarks

Problems – Solutions

Summary – Bibliography

Summary

ISBN 1–920–01711–9

WEERT, Tom J. ; BOSLER, Ulrich ; GUBO, Sam ; TAYLOR, Harriet ; ABAS, Zoraini W. ; DUCHÁTEAU, Charles ;

MOREL, Raymond ; WAKER, Peter ; IFIP (Hrsg.) ; UNESCO (Hrsg.):

Informatics for secondary education: a curriculum for schools.

Paris : UNESCO, 1994. –

http://unesdoc.unesco.org/images/0009/000973/097323e.pdf : Produced by working party of

the IFIP under auspices of UNESCO. Paris

WEERT, Tom J. ; BÜTTNER, Yvonne ; FULFORD, Catherine ; KENDALL, Mike ; DUCHÁTEAU, Charles ;

HOGENBIRK, Pieter ; MOREL, Raymond ; IFIP (Hrsg.) ; UNESCO (Hrsg.):

Information and Communication Technology in Secondary Education – A Curriculum for Schools.

Original 1994.

Paris : UNESCO, November 2000. –

http://wwwedu.ge.ch/cptic/prospective/projets/unesco/en/curriculum2000.pdf :

Produced by working party of the IFIP under auspices of UNESCO. Paris

WIRTH, Niklaus:

Program Development by Stepwise Refinement.

In: Comm. ACM

14 (1971), April, Nr. 4, S. 221–227

L. Humbert Informatics Curricula

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