Annual Report 2010 - Fachgruppe Informatik an der RWTH Aachen ...

Secondary School Teachers’ Curriculum in
Computer Science
The subject of computer science at school
The aim of this curriculum is to give future teachers (in secondary school education) a firm
basis for the school subject of computer science. This curriculum has been established a
response to the growing importance of computer science in all branches of science and
society. A central issue in the school education of computer science is its broad understanding
of computer science as a discipline which provides concepts and tools for the analysis and
construction of information processing systems - a scope which clearly transcends
”programming” and the ability to run software systems.
Pupils should acquire fundamental concepts and some essential methods of computer science
at school, thus looking beyond the superficial use of computer games and internet functions as
every young person experiences them today.
The computer science curriculum for teachers is offered since the fall of 2000. The subject
can (and must) be combined with another subject of study, like mathematics, physics,
chemistry, biology, or any other subject, e.g., German or a foreign language. A smaller part
(about one fifth) of the total curriculum has to be devoted to pedagogical studies.
An overview of the curriculum
Within the computer science curriculum, the first two years are concerned with basic
foundations. The following courses have to be passed (each of them accompanied by practical
exercises): Introduction to Programming, Computer Structures, Data Structures and
Algorithms, System Programming, and Automata and Formal Languages. In addition, a
software practicum and a pro-seminar are obligatory.
In the second phase, the third and fourth year of studies, a collection of more special subjects
are to be chosen which have to cover a prescribed range of areas: Theoretical science,
practical computer science, mathematical methods of computer science, and didactics of
computer science. Five tracks of courses (and/or seminars) have to be selected such that all
mentioned four major areas are represented. Final exams are to be passed in all chosen tracks.
Also a thesis has to be prepared (in one of the subjects of study, though not necessarily in
computer science).
The essential prequisites for a successful study of computer science are similar as for the
diploma curriculum: a certain acquaintance with abstract methods and constructions as they
are learned and trained in mathematics. Moreover, the ability to communicate with others
(and of course, in particular with children) is a necessary condition for future success as a
teacher.
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