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

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[22] Koubek, J. 2012. Website of the “Informatik im Kontext” project – section “Entwürfe » Email (nur?) für Dich”. Retrieved October 10, 2012. http://informatik-imkontext.de/index.php/entwuerfe/email-nur-fuer-dich/ [23] Koubek, J. 2012. Website of the “Informatik im Kontext“ project – section “Kontexte und Ideen”. Retrieved October 10, 2012. http://informatik-im-kontext.de/index.php/kontextideen/ [24] Koubek, J.; Schulte, C.; Schulze, P. and Witten, H. 2009. Informatik im Kontext (IniK) – Ein integratives 130 Unterrichtskonzept für den Informatikunterricht. In GI- Edition LNI – Lecture Notes in Informatics, vol. P156. Zukunft braucht Herkunft – 25 Jahre »INFOS – Informatik und Schule«. INFOS 2009 – 13. GI- Fachtagung Informatik und Schule 21.–24. September 2009 in Berlin, pp. 268–279. [25] Saeli, M., Schulte, S. To be published 2013. Applying Standards to Computer Science Education. In Improving Computer Science Education (by Kadijevic, D., Angeli, C., Schulte, C.), 117-131.
Comparing CSTA K-12 Computer Science Standards with Austrian Curricula Daniel L. Egger Alpen-Adria-Universität Klagenfurt Universitätsstraße 65-67 A- 9020 Klagenfurt +43 650 519 7333 egger.it@edu.uni-klu.ac.at ABSTRACT In 2011, the CSTA has published a review of its K-12 Computer Science Standards. Aiming to assess the situation of Computer Science Education in Austria, we used these standards as an external level rod. For this purpose, we investigated to which degree a well-chosen subset of these standards is implemented in Austrian curricula for computer science education. We analyzed curricula of several types of secondary schools (AHS, HTL for Chemistry, HTL for Informatics, HLW). Our findings reveal that the CSTA standards are quite poorly implemented at this point of time in Austria. Categories and Subject Descriptors K.3.2 [Computer and Information Science Education]: Computer Science Education, Curriculum. General Terms Human Factors, Standardization Keywords Computer Science Education, Secondary School, Educational Standards, Curricula 1. INTRODUCTION During the last years, more and more countries have come to the conclusion that it would be necessary to incorporate serious programs for Computer Science Education (CSE) in their school systems. As stated in 2011 by the US Computer Science Teacher Association (CSTA): “To function in society, every citizen in the 21 st century must understand at least the principles of computer science. […] Elementary and secondary schools have a unique opportunity and responsibility to address this need.” [10]. Nevertheless, as the education systems of the countries differ substantially, the implementation and organization of CSE has to be also very diverse from country to country. In order to compare the outcomes of such different education systems, suitable educational standards have to be defined and applied. This paper, which was produced mainly by the students of a teacher education course at our university, aims to demonstrate how such a comparison might look like. We investigated, to which degree a suitable subset of the K-12 standards that have been most recently published by the CSTA [10] is adopted by the Austrian education system. Our work was inspired by the CSTA study “Running On Empty” that compared the outcomes of CSE in the 50 US states. The comparison will show to which degree the current Austrian programs for CSE fulfill the US standards. Sabrina M. Elsenbaumer Alpen-Adria-Universität Klagenfurt Universitätsstraße 65-67 A- 9020 Klagenfurt +43 650 830 3302 selsenba@edu.uni-klu.ac.at 131 Peter Hubwieser Technische Universität München Fakultät für Informatik Boltzmannstr. 3, D-85478 Garching +49 89 289 17350 Peter.Hubwieser@tum.de Although there are other educational standards for CSE, this paper will not deal with any standards in detail other than the CSTA standards. It is also not the purpose of this paper to discuss or argue for the appropriateness of the CSTA standards in general. We will simply take them for granted and for a reference of comparison for the means of this paper. As we do not intend to discuss the process of standardization for CSE in general, we refer to [5] and [3], where the current situation regarding standardization in CSE in connection with curriculum topics is discussed systematically. We will start with the explanation of the theoretical background and of the Austrian school system and continue with a short overview of the CSTA standards. A final comparison of the individual curricula will detect the differences in implementation, which will give reason for a general conclusion. 2. THEORETICAL BACKGROUND Klieme et al. (see [4] p. 42) define educational standards as “a clear and concise statement of what matters in [a] school system”. However, educational standards shall not be confused with regulations for grading and examination. They do not substitute for whole curricula, but rather specify fundamental themes in key learning fields (see [4], pp. 85-86). It seems clear that standards can only be effective if they mirror parents’, teachers’ and students’ expectations of what should be taught/learned and if they only serve a purpose other than intensification of the already predominant (see [7], pp. 203). Also, it seems as if educational standards could provide an instrument to foster system-wide educational equality and comparability. Yet, some negative aspects have to be considered. First, it seems obvious that some teachers may perceive educational standards as an annoyance, irritation or burden limiting their flexibility and freedom in teaching. Furthermore, the teaching staff will have to agree upon how set standards can be met, which definitely can lead to major arguments among the staff (see [4],pp. 42-49). In addition, there is a strong disagreement about whether standards in education lead to standardization rather than to diversification of learning processes. Reigeluth [7] warns that we have to discriminate between two uses/types of standards: standards that foster uniformity and standards that support customization, whereby the latter is definitely to be given priority. Uniform standards will make the education system increasingly inflexible and in “the broadest sense, [such standards can be seen as] an expression of professional values in the context of a test’s purpose” (see [6], p. 464) thus they could have a huge impact on business and economy (see [1], p. 266).
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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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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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other topic. The reasons given vari
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