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

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projects. Other: There are several other miscellaneous engagements: these include after-school ‘Technoclubs’, Science week [2], Home Schoolers, and other sundry public engagements such as the Aberystwyth ‘Beachlab’. 3. EXPERIENCES Attempting to engage the schools is challenging; the country is sparsely populated with few top-quality roads – reaching parts of the population can be very time-consuming, and schools are reluctant to give up staff and pupil time to extracurricular activity. Schools prefer to devote time directly before or after holiday periods (to minimise disruption) which provokes serious congestion for university resource. One-day engagements are held either in the university or a school, and often present transport or scheduling difficulties. Subject matter is not hard to generate: programming, computer applications of music, robotics, AI are just some examples. We learn in delivery what may be obvious to trained schoolteachers: we have to take care to schedule breaks and variation into what is otherwise a very long experience. Bootcamps differ inasmuch as children have volunteered for the event and so the level of motivation is much higher. Not only is length of time appreciably greater, but the intensity and depth of the exercise allows an immersion that would be difficult to reproduce in the classroom. These activities have been ambitious and very successful: young participants have mastered programming for calibration and navigation (in C), full bottom-up construction, basic electronics, circuitry, and sewing. Miscellaneous engagements have productively exposed many hundreds of passers-by to robots, AI, UAVs, wearables, etc., and were introduced to the project and its aims. 4. OBSERVATIONS Resourcing: European funding has made it possible to focus on issues of logistics and liaison that are often victims of underfunded or volunteer outreach activity. There is no expectation of continuation resource and it is incumbent on the project to leave some lasting impact. We see lasting influence on teachers’ understanding and enthusiasm as the best aim. Challenge of materials: We are delighted to witness that our workshops are all accessible, and that perhaps we can be more ambitious. We do not suggest that 100% of the class walk away with perfect understanding, but are convinced that the great majority are having some aspect of their understanding of CS improved. Targets: The primary metric of the funding authority is pupil contact numbers; with hindsight, the numbers are not ambitious; all schools have been co-educational and it has not been difficult to engage with a good number of girls. We consider it more fruitful to engage with the 11-14, rather than the 15-19 bracket. Geographic coverage has been uneven – many areas of the country are very rural with very small schools Evaluation: Short term evaluation has been achieved by crude questionnaires before and after formal engagements. While these are of questionable value, we can see a clear shift in view of science and technology toward the positive. Portability: Materials are routinely packaged for delivery across all sites, and in due course more generally. Complete 154 ‘bundles’ are posted as freely web-available resource. Staffing: Very few university staff have the training or skills that go with full-time teaching and from time to time this has been an issue. Teachers will know classes well and will defuse both the over-eager or disruptive, and will have techniques to motivate the bored. Often, Technocamps staff had to learn quickly how to ‘crowd manage’, for example by having ready a repertoire of illustrative practical activities or videos that provide relevant variety. Welsh: Serious students of CS in most countries would benefit from working at least partly in English, and pursuing it in a minority language such as Welsh would be eccentric. Nevertheless, many of the target group operate in Welsh as a first language. It has not been easy to meet this need from the project personnel, and a solution has to be found by full engagement of Welsh speaking teachers who share the project aims. The project has been a success by all measurements: pupil and teacher reaction is positive and the targets are being hit with ease. It will continue to develop for the next 21 months, improving what we do, particularly in devising techniques for longitudinal monitoring. We aim to leave in place a suite of web-readable materials most of which will be applicable anywhere and would permit anyone so minded to bring ‘real CS’ into schools of their choice. Generally, we are accruing a range of first-hand experience of putting challenging CS in front of children much younger than those who normally see it, and doing so often in unusual and sometimes challenging environments (and languages!). We are developing conclusions on what represents best practice in these endeavours, some of which we have presented here. At project end, we will collate and publish these as a guide to efficient HE intervention in high school Informatics. 5. REFERENCES [1] Arduino. 2012. http://www.arduino.cc/. [2] British Science Association. National Science and Engineering Week, 2012. http: //www.britishscienceassociation.org/web/nsew/. [3] Computing at School. Computing For the Next Generation . . . , 2012. http://www.computingatschool.org.uk/. [4] M. Gove MP. Speech given to BETT, January 11 th , 2012. http://www.guardian.co.uk/education/2012/ jan/11/digital-literacy-michael-gove-speech. [5] Royal Society. Shut down or restart?, January 2012. Final report of the Computing in UK Schools group http://royalsociety.org/education/policy/ computing-in-schools/report/. [6] Technocamps. Creating the Next Generation of Technologists, 2012. http://www.technocamps.com/. [7] Wikipedia. History of the Welsh language, 2012. http://en.wikipedia.org/wiki/History_of_the_ Welsh_language.
Abenteuer Informatik – Hands-on exhibits for learning about computational thinking Dr. Jens Gallenbacher Didaktik der Informatik, Technische Universität Darmstadt Hochschulstr. 10 64289 Darmstadt +49 6151 16-2573 jg@di.tu-darmstadt.de Abstract Computational thinking is one of the pillars of the ACM-CSTA standards for teaching computer science from kindergarten to college. Our approaches Abenteuer Informatik – Informatik begreifen (adventures in informatics – hands on computer science) and Abenteuer Technik are well established in the german-speaking community as means to connect computer science with other subjects and as means of clarifying some prejudices against computer science, especially problematic for establishing computer science as subject in schools. Categories and Subject Descriptors K.3.2 [Computer and Information Science Education]: Curriculum General Terms Human Factors Keywords Computational thinking, curriculum, computer science education, Abenteuer Informatik, computer science unplugged 1. Introduction Since the invention of commercial electronic computers in the middle of the last century the public perception of relevant aptitudes for computer-users shifted continuously: From scientificly trained expert over the well-informed programmer to the "just"-user today. In the same manner the computer-science education in schools changed. While in the beginning it has been obligatory to learn basics of computer-technology and programming, because standardapplications were not available or to expensive for schools, today's focus of cs-education often is computer literacy, like the curriculum for european computer driving licence. The stereotypic public and political opinion about computer science also changed radically: On one hand the search for the correct buttons in office, on the other hand a cryptic science, that is everything about Devices and nothing about humans. Since 2006 Jeannette M. Wing, Professor at CMU, gives distinction to the term "computational thinking" and elaborated, that computer science is not the science about computers. It particularly produces concepts of (human) thinking, that amongst others may be used to program machines, but mostly benefit other 155 sciences and dayly use. In short, Wing proved computer science provides general education (in europe often stated by the german term "allgemeinbildend"). She legitimized "true" computer science as subject in general schools, so computational thinking is positioned prominently in the standards of the CSTA and in the proposal for a computer science curriculum in Great Britain, which are likely to be implemented by many schools. Adventures in informatics – hands on computer science is a very practical approach with similar goals. The book [Gallenbacher 2012] is sold over 10.000 times and in the exhibition over 100.000 people played, puzzled to get their hands on computer science at 31 different locations, amongst others ars electronica center in Linz and Heinz Nixdorf Forum in Paderborn. It fascinated kids as well as their grandparents and many politicians. Reason enough to evaluate, how both approached could benefit from each other. 2. Computational Thinking Wing describes “Computational Thinking is the thought processes involved in formulating problems and their solutions so that the solutions are represented in a form that can be effectively carried out by an information-processing agent Informally, computational thinking describes the mental activity in formulating a problem to admit a computational solution. The solution can be carried out by a human or machine, or more generally, by combinations of humans and machines.” [Wing 2010] A position paper published by the german “Gesellschaft für Informatik” [Biundo 2006] states the situation in a very similar way. 3. Abenteuer Informatik, Abenteuer Technik and Computational Thinking Abenteuer Informatik as concept to teach computer science without computers provides many approaches for teaching computer science with focus on computational thinking. The full exhibits referenced by the examples in this chapter may be downloaded from www.abenteuer-informatik.de - most of them are available in german, english and spanish language.
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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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other topic. The reasons given vari
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Promoting Computational Thinking wi
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algorithm or a product is viewed as
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Preparing Teachers for Teaching Inf
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However, even when such learning th
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Grand challenges for the UK: Upskil
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first two questions. We maintain th
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(Some) Grand Challenges of Computer
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ecoming more student-centered. Inde
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[13] OECD. (2006). Are students rea
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in the world, for example, as descr
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The aims of the case study were to
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Figure 8: Acquisition of programmin
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