Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

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5. FIRST CLASSROOM EXPERIENCES An early version of eledSQL was used within a teaching internship of the first author at a secondary school in Erlangen (Germany), where a 9 th grade class (learners 14 to 15 years old) was introduced into the field of databases. Before the teaching internship the class had learned to deal with spreadsheets. The experiences within this course were throughout positive – the learners could use the tool without a detailled introduction into the software itself. Thereby they were able to discover the differences between the wellknown spreadsheets and the new databases by dealing with exercises prepared by the teacher. For example, they were to find the address of a person in a spreadsheet and a database with about 1.000 entries each or all persons with names including a defined string. While dealing with these exercises, they understood the different fields of application of databases and spreadsheets. This is a huge adavantage over the conventional way of teaching – which is in many cases to tell the differences to the pupils, because they cannot discover them theirselves due to missing SQL knowledge. This sometimes results in motivational problems, especially when the pupils cannot realize why “the same application with another name” should have these pros and cons, when only using the tabular view at the beginning. 6. SUMMARY AND OUTLOOK In this paper we motivated the need for a new learning environment on databases and SQL for the computing education at secondary level. We analyzed database software and learning environments used in education and derived from the analysis results and curricular needs requirements for the new learning environment, whose conception, design, implementation and first experiences of the educational use we described afterwards. The current version of eledSQL is available for free (Open Source License) at Sourceforge 4 . The development of this software is part of a bigger student project that is continued as part of another bachelor thesis, where a detailed analysis of the classroom use in two parallel classes is made. A further development of the system is also planned. In a next release assessments and teaching material should be integrated. 7. REFERENCES [1] T. Brinda, H. Puhlmann, and C. Schulte. Bridging ICT and CS: educational standards for computer science in lower secondary education. In Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education, ITiCSE ’09, pages 288–292, New York, NY, 2009. ACM. [2] P. Brusilovsky, S. Sosnovsky, D. H. Lee, M. Yudelson, V. Zadorozhny, and X. Zhou. An open integrated exploratorium for database courses. In Proceedings of the 13th annual conference on Innovation and technology in computer science education, ITiCSE ’08, pages 22–26, New York, NY, 2008. ACM. [3] P. Brusilovsky, S. Sosnovsky, M. V. Yudelson, D. H. Lee, V. Zadorozhny, and X. Zhou. Learning SQL programming with interactive tools: From integration to personalization. Transactions on Computing Education, 9(4):19:1–19:15, Jan. 2010. 4 http://eledsql.sourceforge.net/ 110 [4] M. Cembalo, A. De Santis, and U. Ferraro Petrillo. SAVI: a new system for advanced SQL visualization. In Proceedings of the 2011 conference on Information technology education, SIGITE ’11, pages 165–170, New York, NY, 2011. ACM. [5] J. Cigas and B. Kushan. Experiences with online SQL environments. Journal of Computing Sciences in Colleges, 25(5):251–257, May 2010. [6] J. Danaparamita and W. Gatterbauer. Queryviz: helping users understand SQL queries and their patterns. In Proceedings of the 14th International Conference on Extending Database Technology, EDBT/ICDT ’11, pages 558–561, New York, NY, 2011. ACM. [7] A. Grillenberger. Entwurf und Implementierung einer Lernumgebung für den Informatikunterricht zur Unterrichtssequenz Datenbanksysteme (in German). Bachelor’s thesis, University of Erlangen-Nuremberg, Didactics of Informatics, Erlangen, Germany, 2012. [8] M. Guimaraes and M. Murray. Using animation courseware in the teaching of database security. In Proceedings of the 8th ACM SIGITE conference on Information technology education, SIGITE ’07, pages 253–258, New York, NY, USA, 2007. ACM. [9] L. Hall and A. Gordon. A virtual learning environment for entity relationship modelling. In Proceedings of the 29th ACM SIGCSE technical symposium on Computer science education, SIGCSE ’98, pages 345–349, New York, NY, 1998. ACM. [10] R. Kearns, S. Shead, and A. Fekete. A teaching system for SQL. In Proceedings of the 2nd Australasian conference on Computer science education, ACSE ’97, pages 224–231, New York, NY, 1996. ACM. [11] H.-J. Kung and H.-L. Tung. A web-based tool for teaching data modeling. Journal of Computing Sciences in Colleges, 26(2):231–237, Dec. 2010. [12] A. Mitrovic. Learning sql with a computerized tutor. In Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education, SIGCSE ’98, pages 307–311, New York, NY, 1998. ACM. [13] M. Murray and M. Guimaraes. Animated database courseware: using animations to extend conceptual understanding of database concepts. Journal of Computing Sciences in Colleges, 24(2):144–150, Dec. 2008. [14] C. Piech and E. Roberts. Informatics education using nothing but a browser. Proceedings of the IFIP Conference on ICT and Informatics in a Globalised World of Education, Mombasa, Kenya, August 2011, 2011. http://cs.stanford.edu/˜eroberts/papers/ NothingButABrowser.pdf. [15] S. Sadiq, M. Orlowska, W. Sadiq, and J. Lin. SQLator: an online SQL learning workbench. In Proceedings of the 9th annual ACM SIGCSE conference on Innovation and technology in computer science education, ITiCSE ’04, pages 223–227, New York, NY, 2004. ACM. [16] Staatsinstitut für Schulqualität und Bildungsforschung. Informatik am Naturwissenschaftlich-technologischen Gymnasium, Jahrgangsstufe 9 (Handreichung, in German), 2004.
ABSTRACT Bringing Contexts into the Classroom – A Design-Based Approach Detlef Rick, Marcel Morisse, Ingrid Schirmer Universität Hamburg, Department of Informatics Vogt-Kölln-Straße 30 D-22527 Hamburg, Germany {rick | morisse | schirmer}@informatik.uni-hamburg.de Project-based learning and application-oriented approaches drawing on real-world issues and examples, have always been widely used in both secondary and higher Computer Science (CS) education. Recent demands for teaching CS or Informatics 1 in context and building courses on coherent application areas outside CS go even further [4, 23]. In Germany the open working group IniK (Informatik im Kontext) compiles educational material and concepts for teaching Informatics in context [42, 24, 10, 8]. However, there is only little theoretical foundation for IniK as an educational approach and its implementation at schools and universities [7]. In this paper we suggest a process model for bringing ‘real-world’ application contexts into the Informatics classroom. The proposed model is grounded on a design-based study and has evolved from theoretical and practical insights gained in five university-level project courses and five associated school projects. The model focuses on the development of context artifacts which originate from the real-world context, and teaching units building on the context artifacts. When teaching units are instantiated in the classroom, context artifacts are recontextualized in an educational context and are employed as learning equipment fostering the students’ imagination, and thus anchoring the real-world application context within the classroom context. In the tradition of classical German Didaktik models [18, 28], the process model aims at providing a tool and a terminology for the preparation and reflection of instruction. On the basis of the model we discuss both the potential value and the drawbacks of teaching Informatics in context. Categories and Subject Descriptors K.3.2 [Computers and Education]: Computer and Information Science Education 1 We use the term Informatics in a broad sense with a view to describe the disciplines of Computer Engineering, Computer Science, Software Engineering, Information Systems and others. 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. WiPSCE 2012 Hamburg, Germany Copyright 2012 ACM X-XXXXX-XX-X/XX/XX ...$10.00. 111 General Terms Design, Human Factors Keywords Informatics in context, learning environment, process model, greenfoot, design-based research 1. INTRODUCTION The Great Hall at Hogwarts School of Witchcraft and Wizardry is equipped with a ceiling that has been bewitched to look like the sky outside. So for J. K. Rowling’s famous first-year student Harry Potter 2 it was “hard to believe there was a ceiling there at all, and that the Great Hall didn’t simply open on to the heavens” (p. 129). Apparently the founders of Hogwarts for some reason deemed it necessary to let the school’s inside resemble the outside world in some degree. Recent demands for teaching Computer Science and Informatics in context [4, 7, 23, 24, 39] request educators to contextualize their teaching and to bring the outside world into the classroom. Although CS “would seem to want to connect to the real world” and although for some projectbased and application-oriented courses it is not at all uncommon to build on a consistent real-world context, Cooper and Cunningham [4] criticize that “computer science curriculum recommendations are silent about the opportunity to do so” and that “most widely used texts do not seem to have much content addressing real-world questions” (p. 5). Guzdial [15] qualifies this critique, remarking that “it is reasonable to fear that students who learn computing within a context might over-specialize that knowledge” and that “the additional knowledge taught about the context might be a distraction, especially for the lower-ability students” (p. 5). Guzdial comes to the conclusion that context can provide additional relevance if there is evidence that students can’t see meaning and usefulness of decontextualized content. Instead of trying to answer the question of whether contextoriented teaching approaches actually result in higher student motivation and commitment and thus in better learning and deeper understanding [39], in the following we propose a process model for bringing ‘real-word’ contexts into the classroom environment. The model has evolved from five cycles of our university-level project course for Informatics students majoring in Computer Science (CS), Software 2 J. K. Rowling. Harry Potter and the Philosopher’s Stone. Bloomsbury, London, 1997.
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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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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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technology subjects in senior secon
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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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ited time, heterogeneous student ab
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the target audience. This phase is
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ABSTRACT Learning Fields in Vocatio
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ABSTRACT This study examines the po
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