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

More documents

Recommendations

Info

Table 5. Summarized results of question 1 and 2 Content competencies in exercises In a given database learners... …insert and modify data by using the graphical user interface, …realize the used classes/entities and attributes, ABI …create forms by using the graphical user interface, …create possible queries as questions, …use simple operations (selection, sorting, summarizing) by using the graphical user interface. In a given database learners… …insert and modify data by using formal statements, …expand the database/data model, …define useful attributes and data types, …define, set, delete, and evaluate foreign and primary ABII keys, …define the cardinality of given relationships, …create formal statements (selection, projection, combination of both) to given questions, …read, run, interpret, evaluate, and improve given formal statements (selection, projection, combination of both). Learners... …define referential integrity, …check and improve the databases in compliance with simplified rules, …formulate and define independent useful queries, ABIII …independently create useful formal statements (selection, projection, combination of both, inner join), …read, run, interpret, evaluate, and improve formal statements (selection, projection, combination of both, inner join). Process competencies in exercises Learners... …find useful attributes for given classes/entities, ABI …transfer given tables and relationships into database systems by using the graphical user interface. Learners... …analyze and evaluate data worlds to find classes/entities and attributes for a data model, …create relationships between given classes/entities and define cardinalities, ABII …transfer simple data models into relational models and in a database management system (one-to-one relationship) in compliance with transfer rules, …evaluate simple data models (one-to-one relationship) according to the given problem in compliance with rules. Learners… …independently create complete data models in compliance with rules, ABIII …evaluate data models according to the given problem, …transfer complete data models (one-to-n and n-to-n relationship) into relational models and in a database management system in compliance with transfer rules. 5. CONCLUSION With the use of recent teaching material in some parts it is possible to realize the requirements in chapter 1. Initial statements on criteria (contents and processes, requirement areas) for 146 exercises are emphasized in this study. Important contents and processes for teaching “data modeling and database systems” as general education are mentioned in chapter four. It is possible to reveal a first grading which allows to achieve the “educational standards of informatics SI” in several ways. Considering these results it should be possible to turn the knowledge about “data modeling and database systems” from daily handling knowledge to independently evaluated and improved knowledge. With the investigated requirement areas the individual level of students can be included. This article presents a first proposal on criteria for teaching “data modeling and database systems” as part of general education in CSE. To complete and check the mentioned contents, processes and the grading these criteria need to be evaluated with further empirical studies. 6. REFERENCES [1] Antonitsch, P. 2006. Databases as a tool of general education. In Proceedings of the 2006 international conference on Informatics in Secondary Schools - Evolution and Perspectives: the Bridge between Using and Understanding Computer ISSEP 2006. Springer. New York. [2] Baumann, R. 2008. Probleme der Aufgabenkonstruktion gemäß Bildungsstandards. In LOG IN Heft 153, 54-58. [3] Brinda, T.; Puhlmann, H.; Schulte, C. 2009. Bridging ICT and CS - Educational Standards for Computer Science in Lower Secondary Education. IN Proceedings of the 14th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2009. URL: http:// www.inf.fu-berlin.de/inst/ag-ddi/docs/bridgingICTandCS.pdf. [4] CSTA Standards Task Force. 2011. K-12 Computer Science Standards – revised 2011. URL: http://www.csta.acm.org/ Curriculum/sub/CurrFiles/CSTA_K-12_CSS.pdf. [5] Engelmann, L. 2010. Informatik SI – Informatische Grundbildung. Duden Paetec. Berlin. [6] Fothe, M. 2012. Modellieren, Programmieren, genetisches Prinzip und Informatik im Kontext - Was passt da wie zusammen? Lectured on GI-FIIB Berlin 2012, URL: http://hyfisch.de/Fachgruppe/tagung11/fothe. [7] Fothe, M. 2008. Bildungsstandards Informatik für die Sekundarstufe II – Vorüberlegungen zur Entwicklung. In Proceedings of Didaktik der Informatik – Aktuelle Forschungsergebnisse. URL: http://subs.emis.de/LNI/ Proceedings/Proceedings135/gi-proc-135-010.pdf. [8] German Informatics society (GI) 2008. Grundsätze und Standards für die Informatik in der Schule. Bildungsstandards Informatik für die Sekundarstufe I. URL: http://www.informatikstandards.de/. [9] KMK 2004. Einheitliche Prüfungsanforderungen in der Abiturprüfung Informatik. URL: http://www.kmk.org/ fileadmin/veroeffentlichungen_beschluesse/1989/1989_12_01 _EPA_Informatik.pdf. [10] Kollee, C. et al. 2009. Computer Science Education and Key Competencies. In Proceedings of 9th IFIP World Conference on Computers in Education - WCCE 2009. URL: http://www.die.informatik.uni-siegen.de/e-publikationen/ Publikationen/2009/WCCE2009_pap147.pdf. [11] Mayring, P. 2003. Qualitative Inhaltsanalyse – Grundlagen und Techniken. Beltz-Verlag, Weinheim. [12] Nelles, W. et al. 2010. Entwicklung eines Kompetenzrahmenmodells – Informatische Modellieren und Systemverständinis. In: Informatik-Spektrum 33 (2010) 1, 45-35. URL: www.springerlink.com/content/128182n611u26557/ fulltext.pdf.
The Mindstorm Effect: A Gender Analysis on the Influence of LEGO Mindstorms in Computer Science Education ∗ ABSTRACT Catherine Ball Faron Moller Director, Technocamps † In the UK, as elsewhere, the number of students choosing to study computer science is declining. This is especially true with female students. This paper explores the effectiveness of LEGO Mindstorms in a pedagogic context in education and its ability to attract female students to computer science. A mixed methods approach was used in this study, in which we looked at the FIRST LEGO League competition and how female students participate in these. The results demonstrate that, while young people enjoy using Mindstorms, they do little to influence young people to consider computer science education. They can, however, be used effectively as an opportunity to engage young people in further computing skills and computational thinking. The lessons we learn from this research indicate that we need to use these tools as a foundation rather than as a solution to the problem for attracting more women into computing. 1. INTRODUCTION Computer Science is an ever-growing field, however there is a noticeable lack of women choosing to study Computer Science or to enter the IT industry. There are many reasons that have been suggested for this. For instance it may be perceived to be too geeky or just for men. There have been various initiatives and tools proposed to help change the way that computing is perceived. One approach is through the use of LEGO Mindstorms. This has been used in several instances to change people’s perception of computer science and ICT in attempts to show people that these fields can be fun and exciting. Mindstorms can help teach children and young adults the importance of teamwork and problem solv- ∗ This abstract is based on the first author’s BSc dissertation, Department of Computer Science, Swansea University, 2012. † Technocamps (www.technocamps.com) is a school outreach programme started in 2004 at Swansea University. In 2011, a three-year, £6 million EU project allowed Technocamps to expand its operation throughout Wales, with hubs at the Universities of Aberystwyth, Bangor and Glamorgan. 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 ...$15.00. Swansea University f.g.moller@swansea.ac.uk 147 Reena Pau ing and can encourage users to be creative and innovative in their design. 2. LITERATURE REVIEW 2.1 Women in Computing in the UK There are many reasons why women choose not to study or work in the technology sector. This has been reported as a weakening in the country’s economic position. The decline is apparent already at GCSE level (age 14-16), where there are ever fewer girls who choose to do a full course in ICT. The decline then continues right through to industry. Although there have been major national efforts to encourage females to study computing, the numbers remain low. 2.2 Status of CSE in the UK Part of the above problem lies in the ICT national curriculum, and to this end in January 2012 it was announced that the ICT curriculum was to be dropped in September of the same year, and instead Computer Science would eventually be taught [2]. This has been supported by several industry experts and it is hoped that the new curriculum will give schools the freedom to create their own ICT and Computer Science curricula. Companies such as Google and Microsoft are currently working together and with technology education organisations, such as the British Computer Society (BCS), to produce free educational material for schools. In order to encourage young people to study computing, tools such as Mindstorms are being used in various initiatives to enthuse young people about technology and creativity. 2.3 The use of LEGO Mindstorms in schools Mindstorms kits are used in schools to provide an exciting way for children and young adults to learn about technology. They teach students various skills including teamwork and programming and can potentially change the way ICT is viewed. The teaching of ICT is often given as a reason for females being disinterested in pursuing ICT or computing in further education [3] because many females find it boring [6]. FIRST LEGO League (FLL) is a worldwide competition in which teams of 11-16 year olds design and program autonomous robots to complete tasks. With over 19,000 teams in over 55 countries, FLL is constantly expanding. This type of initiative gives something like Mindstorms a purpose: pupils have something to aim for. In this study we looked at Mindstorms and whether it can attract females to the field of computing. From previous related studies, it is known that girls are willing to
Page 1 and 2:
Fakultät für Mathematik, Informat
Page 3 and 4:
Program Committee Michal Armoni Wei
Page 5 and 6:
Challenge and Creativity: Students
Page 7 and 8:
Challenges in Computer Science Educ
Page 9 and 10:
These echo a 2008 report from the N
Page 11 and 12:
examples, and in practice teachers
Page 13 and 14:
Figure 3: A trace of bubble sort fr
Page 15 and 16:
either their own program or another
Page 17 and 18:
ital system used a variety of inter
Page 19 and 20:
computer science, and with the less
Page 21 and 22:
effect of different factors on the
Page 23 and 24:
(GE) and freshmen CS and Lyceum (GR
Page 25 and 26:
Performance Expectancy (PE) Satisfa
Page 27 and 28:
for active CS teachers. Furthermore
Page 29 and 30:
participants change between the roo
Page 31 and 32:
Altogether 830 participants visited
Page 33 and 34:
7. ACKNOWLEDGMENTS The initial equi
Page 35 and 36:
• self-concept in science • ins
Page 37 and 38:
mean at t0 mean at t2 mean at t0 me
Page 39 and 40:
survey at the time t0 time of surve
Page 41 and 42:
characteristics mean m (regarding t
Page 43 and 44:
technology subjects in senior secon
Page 45 and 46:
aim to react on these topics, exper
Page 47 and 48:
the educational programs and ration
Page 49 and 50:
y choice of handset, choice of netw
Page 51 and 52:
8. REFERENCES [1] Bell, T. et al. 2
Page 53 and 54:
Agile Projects in High School Compu
Page 55 and 56:
ited time, heterogeneous student ab
Page 57 and 58:
the target audience. This phase is
Page 59 and 60:
longer than one to two weeks (which
Page 61 and 62:
e.g. assessing individual achieveme
Page 63 and 64:
Conceptual Change and Epistemologic
Page 65 and 66:
einterpreted, or excluded, for exam
Page 67 and 68:
How Teachers in Different Education
Page 69 and 70:
attended by about a 33-40 % of all
Page 71 and 72:
The assumption of sphericity was no
Page 73 and 74:
[23] Huynh, H. and Feldt, L. S. 197
Page 75 and 76:
Ways of Planning Lessons on the Top
Page 77 and 78:
other topic. The reasons given vari
Page 79 and 80:
Promoting Computational Thinking wi
Page 81 and 82:
algorithm or a product is viewed as
Page 83 and 84:
Preparing Teachers for Teaching Inf
Page 85 and 86:
However, even when such learning th
Page 87 and 88:
Grand challenges for the UK: Upskil
Page 89 and 90:
first two questions. We maintain th
Page 91 and 92:
(Some) Grand Challenges of Computer
Page 93 and 94:
ecoming more student-centered. Inde
Page 95 and 96: [13] OECD. (2006). Are students rea
Page 97 and 98: in the world, for example, as descr
Page 99 and 100: The aims of the case study were to
Page 101 and 102: Figure 8: Acquisition of programmin
Page 103 and 104: The focus group girls were more con
Page 105 and 106: tool for teachers and students in t
Page 107 and 108: eledSQL - A New Web-Based Learning
Page 109 and 110: create and manage teacher accounts.
Page 111 and 112: ABSTRACT Bringing Contexts into the
Page 113 and 114: 3.1.1 Greenfoot as a framework for
Page 115 and 116: Real-world context Views of Computi
Page 117 and 118: Real-world context GP Context Artif
Page 119 and 120: i. e. theories, models, frameworks,
Page 121 and 122: number P-156 in Lecture Notes in In
Page 123 and 124: 1. Context-based education in compu
Page 125 and 126: Figure 1. Network traffic for authe
Page 127 and 128: A weak point of the Vigenère algor
Page 129 and 130: We have learnt that we can both loo
Page 131 and 132: Comparing CSTA K-12 Computer Scienc
Page 133 and 134: grade 4, 5, 6 or 8, depending on ch
Page 135 and 136: Table 1. Scoring Scale for the Impl
Page 137 and 138: the highest rate of implementation
Page 139 and 140: Information Theory on Czech Grammar
Page 141 and 142: of information in a message M, repr
Page 143 and 144: Data modeling and database systems
Page 145: the knowledge about ICT and CS (see
Page 149 and 150: Exploring the processing of formatt
Page 151 and 152: Teachersʼ Perceptions Of The Value
Page 153 and 154: Technocamps: Bringing Computer Scie
Page 155 and 156: Abenteuer Informatik - Hands-on exh
Page 157 and 158: Gaming and Mathematics: A Cross Cur
Page 159 and 160: Turi: Chatbot software for schools
Page 161 and 162: ABSTRACT Learning Fields in Vocatio
Page 163 and 164: ABSTRACT This study examines the po
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?