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’12, pages 583–588, New York, NY, USA, 2012. ACM. [24] R.Stake. The Art of Case Study Research. London, Sage, 1995. [25] C. Schulte and M. Knobelsdorf. Attitudes Towards Computer Science-Computing Experiences as a Starting Point and Barrier to Computer Science. In Proceedings of the 3rd International Workshop on Computing Education Research, ICER ’07, pages 27–38, New York, NY, USA, 2007. ACM. [26] R. E. Stake. The Art of Case Study Research. Sage Publications, 1995. 95004979. [27] C. W. Starr, D. Bergman, and P. Zaubi. The Development and Implementation of a Context-Based Curricular Framework for Computer Science Education in High Schools. In Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education, pages 283–287. ACM, 2009. [28] E. Stiller. Teaching Programming Using Bricolage. J.Comput.Sci.Coll., 24(6):35–42, June 2009. [29] The Royal Society. Shut Down or Restart? The Way Forward for Computing in UK Schools. Technical Report January 2012 DES2448, The Royal Society, 2012. [30] S. Turkle and S. Paper. Epistemological Pluralism and the Revaluation of the Concrete. Journal of Mathematical Behaviour, 11(1):pp 3 – 33, 1992. [31] N. Villar, J. Scott, and S. Hodges. Prototyping with Microsoft .NET Gadgeteer. In Proceedings of the 5th International Conference on Tangible, Embedded, and Embodied Interaction, TEI ’11, pages 377–380, New York, NY, USA, 2011. ACM. [32] N. Villar, J. Scott, S. Hodges, K. Hammill, and C. Miller. .NET Gadgeteer: A Platform for Custom Devices. Proceedings of Pervasive 2012, Lecture Notes in Computer Science, 2012. [33] C. Wilson, L. A. Sudol, C. Stephenson, and M. Stehlik. Running on Empty: The Failure to Teach K–12 Computer Science in the Digital Age. Technical report, CSTA, 2010. [34] S. Yarosh and M. Guzdial. Narrating Data Structures: the Role of Context in CS2. J.Educ.Resour.Comput., 7(4):6:1–6:20, Jan. 2008. 106
eledSQL – A New Web-Based Learning Environment for Teaching Databases and SQL at Secondary School Level ABSTRACT Andreas Grillenberger University of Erlangen-Nuremberg Didactics of Informatics Martensstr. 3 91058 Erlangen mail@andreas-grillenberger.de Data modeling using databases and SQL is a fundamental part of the curriculum of secondary computing education in Germany. Professional database tools like HeidiSQL, phpMyAdmin or Microsoft Access are often used in class as a “learning software”, although these tools have been developed for managing complex databases, often for companies, and not for educational purposes. Such tools offer a wide range of functions of which only a small part is required by secondary computing education. At the beginning of such instruction, students can hardly work independently with these programs, as they do not know the database language SQL by then. This often leads to theory-loaded introductory phases of such classes or alternatively to a usage of such tools like spreadsheet programs. To address this problem, a new web-based learning environment for databases and SQL (named eledSQL), also suitable for mobile devices and only with the functionality needed for secondary computing education, was developed. The basic idea was to initially allow students to make database queries using natural language and then gradually introduce them to the use of SQL. Starting with a problem analysis and a discussion of related work in the field of teaching databases and SQL, in this paper the conception of eledSQL, its implementation and first experiences with its practical use are described. Categories and Subject Descriptors K.3.2 [Computers and Education]: Computer and Information Science Education—Computer science education General Terms Design, Human Factors, Languages Keywords Databases, SQL, Secondary Education, Learning Environment, Web-based Learning, Mobile Learning, Tools Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. To copy otherwise, to republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. WiPCSE 2012 Hamburg, Germany Copyright 20XX ACM X-XXXXX-XX-X/XX/XX ...$15.00. 107 Torsten Brinda University of Erlangen-Nuremberg Didactics of Informatics Martensstr. 3 91058 Erlangen brinda@cs.fau.de 1. MOTIVATION In secondary computing education in Germany data modeling using databases and SQL is a fundamental part of the curriculum [1]. As “learning software” professional database tools such as HeidiSQL 1 , phpMyAdmin 2 or Microsoft Access are used in class – tools, which were not designed for educational purposes but for the professional management of databases. In supplementary material to the Bavarian computer science high school curriculum [16], for example, either the use of the XAMPP package 3 (with web server, MySQL database server, phpMyAdmin) or of Microsoft Access is recommended by the authors. These professional tools have in common that on the one hand they offer a wide range of functions, of which only a small part is needed for secondary computing education, and on the other they require previous knowledge about databases and the SQL language for its competent use. The use of such programs in introductory lessons on databases is therefore hardly possible. As a consequence, often either theory-loaded introduction phases can be observed in class or the database software is used like a spreadsheet program there. The second option entails the risk that the students – because of the similarities of the user interfaces of for example Microsoft Excel and the table view of Microsoft Access – which supports their orientation in the beginning – often have difficulties in recognizing the differences between the two system categories and do not or not fully understand the difference between a spreadsheet and a database. Other problems arise, when the learners find out how to use the QBE function (query by example) within Microsoft Access, where the underlying SQL code is generated automatically [5]. The use of XAMPP has the advantage that with the appropriate user rights configuration the learners can experience the advantages of multi-user access to a database. With Microsoft Access this is potentially also possible but considerably more complicated. Another advantage of the client-server architecture is that the learners can access the database from outside the school (e.g. to do homework), if the database server is accessible on the Internet at all. However, secondary school servers are often configured very restrictively and often the installation of a database server is not allowed there for security reasons. In this case, client and server are sometimes installed in the computer room(s) of the school on every single workstation, which is very la- 1 www.heidisql.com (Jun 20th, 2012) 2 www.phpmyadmin.net (Jun 20th, 2012) 3 www.apachefriends.org/en/xampp.html (Jun 20th, 2012)
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Fakultät für Mathematik, Informat
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Program Committee Michal Armoni Wei
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Challenge and Creativity: Students
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Challenges in Computer Science Educ
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These echo a 2008 report from the N
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examples, and in practice teachers
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Figure 3: A trace of bubble sort fr
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either their own program or another
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ital system used a variety of inter
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computer science, and with the less
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effect of different factors on the
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(GE) and freshmen CS and Lyceum (GR
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Performance Expectancy (PE) Satisfa
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for active CS teachers. Furthermore
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participants change between the roo
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Altogether 830 participants visited
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7. ACKNOWLEDGMENTS The initial equi
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• self-concept in science • ins
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mean at t0 mean at t2 mean at t0 me
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survey at the time t0 time of surve
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characteristics mean m (regarding t
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technology subjects in senior secon
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aim to react on these topics, exper
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the educational programs and ration
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y choice of handset, choice of netw
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8. REFERENCES [1] Bell, T. et al. 2
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Agile Projects in High School Compu
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Gaming and Mathematics: A Cross Cur
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Turi: Chatbot software for schools
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ABSTRACT Learning Fields in Vocatio
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ABSTRACT This study examines the po
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