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

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elevance. Within the IniK working group, we have started out designing context-based units both from a context, brainstorming on subject matter that could best be acquired, as well as from a certain subject matter, brainstorming on what context could best demonstrate the concept's relevance to students. In the case of “Email for You (only?)” we first grouped and rearranged parts of activities developed earlier and then modified and added material to bridge gaps where needed. In practise, both ways seem possible, practical and worth exploring. Figure 7. Fundamental and optional modules. In the student-oriented learning process students spend a lot of time actively and individually engaging with the different topics. It is at times challenging to select just some of the many possible aspects and dimensions of a topic. Several very different units are possible for a single context. If a learning process turns out to require a lot of time, it makes sense to mark several aspects as optional and others as mandatory parts, to encourage teachers to first try out parts of the material. We have grouped the different learning activities into modules as shown in Figure 7. While some modules are necessary for an understanding of following modules, others only lead to a more thorough understanding of aspects such as the concrete implementation of algorithms or the level of security they provide. The proposed learning arrangement involves a lot of software. All the software proposed can be used free of royalties. While most of them are available for Windows, Mac and Linux operating system, some are only available for the Windows platform. Here, alternative applications should be found for teachers working with other platforms. For a simple start we have gathered portable versions of the software into a Zip-File, which can be extracted to a USB flash drive. Programs can then be started directly from the USB flash drive without any need for setup routines. This is extremely practical for teachers working in an environment, where software installation on clients is laborious. A disadvantage of providing the Zip-File is, that the applications are quickly outdated, especially in the case of Mozilla Thunderbird. This is also true for the directions given to students. Several times, these directions had to be adjusted after the dialogue for setting up an email account in Thunderbird was changed. (As a matter of fact, it 128 has been improved in the sense that users are now warned of connecting to a mail server without SSL or TLS encryption. We have found a way to work around the warning so that students can still discover the dangers of plain text communication with an email server.) While we believe we have made good use of the context for purposes of providing illustration and meaning, we must admit that with using the material as it is little is done to decontextualise newly gained knowledge by applying it to similar problems in other fields of application, e. g. designing a protocol for the communication of different parts or layers of services within a single device or discussing security issues in other situations, e. g. large permanent storages such as data bases. It is our impression that most of the other learning processes proposed at the projects website [21] lack opportunities for decontextualisation. Since the curricula only give orientation and concrete courses in computer science vary a lot between different schools and teachers, it is difficult to suggest connections to what students have learned before. Thus, it is left to teachers to realize these connections – so far no guidance is given on how to achieve decontextualisation. Finally, designing, implementing, testing and readjusting “Email for You (only?)” has taken a lot of time. If the project is to be successful in establishing the concept in everyday CS classes, it will be necessary to acquire further resources to give teachers and university staff the time needed to develop such material. A promising approach could be to include university students and teacher trainees in the design and reflection of context-based learning processes. 4. FUTURE WORK Further contexts should be explored to estimate their potential for teaching computer science in secondary school. The IniK project group has started a list of contexts [23] which is grouped into ideas for contexts with a potential but need for developing suitable teaching materials, ideas for contexts where it is unclear, which concrete aspects of the contexts are useful to the teaching of computer science in secondary school education, and ideas for contexts which at a first glance seem attractive but after a more thorough examination don’t seem useful to the teaching of computer science in secondary school education. It would be helpful to have a more detailed understanding as to what potential different contexts have. A suggested learning process will always discuss only a selection of possible aspects, so eventually we could have different units exploring the same contexts with different focus. More teaching materials for further topics should be developed. Today, there is e. g. no unit that motivates the design and use of databases – visualization using open data seems an interesting approach here. But next to the development of further material, experiences made in the design and implementation of context-based computer science courses should be collected, shared and discussed in order to develop guidelines and advice for the development of contextbased learning processes in secondary school computer science education. An example would be concepts for a sustainable decontextualisation, which are missing so far. 5. CONCLUSION “Email four You (only?)” shows that a context-based learning of computer science is possible and helps students understand the relevance of knowledge they acquire in computer science classes.
We have learnt that we can both look for contexts where a certain topic is of relevance as well as screen an interesting context as to which topics of computer science education are relevant for it. Either way, it is a long way of selecting suitable aspects out of a wide choice of possible aspects and developing material which makes sense at a certain point of the learning process. If in doubt, one should decide on whether aspects are necessary for the following sections of the learning process. If this is not the case, they can be marked as optional. Whenever software is involved, the software should be easy to use, if possible without installation. We have by now presented our proposed learning arrangement in several hands-on workshops for computer science teachers throughout Germany and also in the journal LOG IN [16], which is widely distributed amongst computer science teachers throughout Germany. Since then, we have received a lot of positive feedback from colleagues stating that their students are highly motivated to understand both the underlying technology of email as well as the different cryptographic algorithms. While we are happy to see our own impressions affirmed, we are indeed aware that this is only a first but nevertheless promising hint as to the potential of context-based learning of computer science in secondary school education. Reaching a stage where we now have several learning processes readily prepared and testes in class, it now seems important to validate our theses on context-based learning of computer science in a more through, scientific evaluation. 6. REFERENCES [1] Arbeitskreis »Bildungsstandards« der Gesellschaft für Informatik (ed.), 2008. Grundsätze und Standards für die Informatik in der Schule – Bildungsstandards Informatik für die Sekundarstufe I. Empfehlungen der Gesellschaft für Informatik e. V. vom 24. Januar 2008. In LOG IN , supplementary to vol. 150/151 (2008). Retrieved October 10, 2012. http://informatikstandards.de [2] Altrichter, H., Posch, P., Somekh, B. 1993. Teachers Investigate their Work: Introduction to the Method of Action Research. Routledge, London, New York 1993. [3] Barab, S. and Squire, K. 2004. Introduction: Design- Based Research: Putting a Stake in the Ground. The Journal of learning sciences. 13,1 (2004), 1-14. [4] Brinda, T., Puhlmann, H., and Schulte, C., 2009. Bridging ICT and CS – Educational Standards for Computer Science in Lower Secondary Education. In ITiCSE '09: Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education, 288-292. [5] Computer Science Teachers Association (CSTA) 2011. K-12 Computer Science Standards. Revised 2011. Retrieved October 10, 2012. http://csta.acm.org/ Curriculum/sub/CurrFiles/CSTA_K-12_CSS.pdf [6] Cooper, S. and Cunningham, S. 2010. Teaching computer science in context. ACM Inroads 1, 5‐8. [7] Coy, W. 2005. Informatik … im Großen und Ganzen. In LOG IN 136 (2005), pp.17-23. [8] Diethelm, I., Borowski, C., and Weber, T. 2010. Identifying relevant CS contexts using the miracle question. In Proceedings of the 10th Koli Calling International Conference on Computing Education 129 Research. Koli Calling 10. ACM, New York, NY, USA, 74‐75. [9] Diethelm, I. and Dörge, C. 2010. From Context to Competencies. In Key Competencies in the Knowledge Society, N. Reynolds and M. Turcsányi-Szabó, Eds. IFIP Advances in Information and Communication Technology. Springer Boston, 67–77. [10] Diethelm, I., Hildebrandt, C., and Krekeler, L. 2009. Implementation of Computer Science in Context - a research perspective regarding teacher-training. In Koli Calling 2009. 9th International Conference on Computing Education Research, A. Pears and C. Schulte, Eds., 96–99. [11] Diethelm, I., Schulte, C. and Witten, H. 2011. Informatik im Kontext (IniK) – Entwicklungen, Merkmale und Perspektiven. In Praxisberichte zur 14. GI-Fachtagung Informatik und Schule (INFOS), Münster 2011. [12] Engbring, D. 2005. Informatik im Kontext. In LOG IN, vol. 136 (2005), pp.28-33. [13] Esslinger, B., Gramm, A., Hornung, M. and Witten, H. 2011. Asymmetrische Kryptographie für die Sek I - RSA (fast) ohne Mathematik? In Informatik mit Kopf, Herz und Hand. Praxisbeiträge zur 14. GI-Fachtagung Informatik und Schule (INFOS 2011) (Münster, Germany, September 13 - 15, 2011) Zentrum für Lehrerbildung der Universität Münster 2011, pp. 225-235. [14] Esslinger, B., Gramm, A., Hornung, M. and Witten, H. 2012. Kann man RSA vertrauen? In LOG IN vol. 172/173 (2012), in print. [15] Gramm, A. 2012. Animation of Asymmetric Cryptography. Retrieved October 10, 2012 http://it-lehren.de/asymcrypt [16] Gramm, A., Hornung, M. and Witten, H. 2011. E-Mail (nur?) für Dich - Eine Unterrichtsreihe des Projekts Informatik im Kontext. In LOG IN , supplementary to vol. 169/170 (2011). [17] Guizdal, M. 2010. Does contextualized computing education help? ACM Inroads 1, 4, 4‐6. [18] mpfs – Medienpädagogischer Forschungsverbund Südwest (ed.), 2011. JIM-Studie 2011 – Jugend, Information, (Multi-)Media. Basisuntersuchung zum Medienumgang 12- bis 19-Jähriger. Stuttgart: Medienpädagogischer Forschungsverbund Südwest, 2011, p. 32. Retrieved October 10, 2012. http://www.mpfs.de/fileadmin/JIM-pdf11/JIM2011.pdf [19] Parchmann, I., Gräsel, C., Baer, A., Demuth, R. and Ralle, B. 2007. Chemie im Kontext - a symbiotic implementation of a context-based teaching and learning approach. In International Journal of Science Education 28, 09 (2007) pp. 1041-1062. DOI= http://doi.acm.org/10.1080/09500690600702512 [20] Klieme, E. et al. 2004. The Development of National Educational Standards. An Expertise. Bundesministerium für Bildung und Forschung, Berlin. [21] Koubek, J. 2012. Website of the “Informatik im Kontext” project. Retrieved October 10, 2012. http://informatik-im-kontext.de
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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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ited time, heterogeneous student ab
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the target audience. This phase is
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longer than one to two weeks (which
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e.g. assessing individual achieveme
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Conceptual Change and Epistemologic
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einterpreted, or excluded, for exam
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How Teachers in Different Education
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attended by about a 33-40 % of all
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The assumption of sphericity was no
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[23] Huynh, H. and Feldt, L. S. 197
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Ways of Planning Lessons on the Top
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