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

More documents

Recommendations

Info

they know what being a computer scientist means (67.5% chose a score of 6 to 10) than before the workshop (58.5% chose 6 to 10). Figure 5. How much students know about being a computer scientist (before and after the workshop) To get to know what the students think about being a computer scientist we also ask some more detailed questions like “Do you think CS is interesting?”, “Do you think computer scientists have to be creative?” or “Do you think CS is something for boys only?”. As a first analysis of the data Figure 6 gives an overview over the school students’ idea of CS divided by gender. Figure 6. School students' image of CS (mean on a scale from 1 to 10) It becomes obvious that boys and girls differ in some points. In particular, the differences in “CS is interesting and exciting” and “I could imagine working with CS in future” are our motivation to further support especially girls to get in contact with CS. In contrast to that more girls said that they can imagine what a computer scientist does. For further studies it is interesting what the girls exactly think about being a computer scientist. In conclusion, the evaluation shows that InfoSphere workshops have an effect on the school students’ thinking about CS. To research the exact effects we have to analyze the data in more 32 detail and develop follow up evaluations. Nevertheless we can only evaluate the short-term effects of a single workshop. Multiple measures are necessary to reach long-lasting effects. That is the reason why we offer additional workshops with individual registration. So the interested students can take part in another workshop even if it is not possible to have second excursion with the whole class. 6. SUMMARY & OUTLOOK In conclusion, InfoSphere is an effective way to raise interest in CS and to support interested school students. To communicate a realistic conception of CS to school students of all ages, we provide 13 workshops about different CS topics for kids from the age of eight years up. The flexibility in time and place in combination with innovative technologies enables numerous extravagant learning possibilities. This is a characteristic of our extracurricular learning environment which allows us to use action-oriented and self-directed learning. To further improve the effects of our workshops we are going to design learning materials to prepare and follow up the courses in school lessons. In addition we are going to extend our offerings for single registration and evaluate the effect of repeated visits. Apart from the advantages for school students InfoSphere offers additional possibilities for students in teacher training and CS teachers. Students in teacher training design the learning materials and are responsible for the courses. Thereby they gain useful experience for being a teacher. CS teachers can visit InfoSphere with their classes to enable the school students to get an insight into the vast field of CS. They have new possibilities to observe their studnets and can learn about new CS topics and innovative educational methodologies. Furthermore, InfoSphere is a magnificent environment for research in teaching methodology. Up to now we started with evaluating in which ways InfoSphere workshops affect the school students’ conception of CS but there are much more interesting research questions, e.g. what is the effect of the practical training for students in teacher training or how can extracurricular workshops be integrated in regular school lessons. For the near future our focus lies on further und detailed evaluation of the school students. We are going to have a closer look at the differences between boys and girls and how the results depend on the content and structure of the visited workshop. In addition to the 13 established workshops there are currently 8 more workshops in development (as of June 2012) (see Table 3). Table 3. Overview over the planned workshops Title Target age (in years) App-programming with the App Inventor 11-15 Algorithms 13-16 Modeling a Crossroad with Traffic Lights 15-16 Web Technologies 15-16 Greenfoot 17-18 Media Computation 17-18 Game Theory 18-19 House Automation 17-18
7. ACKNOWLEDGMENTS The initial equipment of the InfoSphere was financed by the zdi - Zukunft durch Innovation.NRW (future by innovation in North Rhine-Westphalia). Furthermore, InfoSphere cooperates with and is partly supported by the research project IGaDtools4MINT 4 . REFERENCES [1] Aepkers, M., Liebig, S., Bönsch, M., and Kaiser, A. 2002. Entdeckendes, forschendes und genetisches Lernen. Unterrichtskonzepte und -techniken 4. Schneider-Verl. Hohengehren, Baltmannsweiler. [2] Apel, R., Berg, T. Bergner, N., Chatti, M.A., Holz, J., Leicht-Scholten, C., and Schroeder, U. 2012. Ein vierstufiges Förderkonzept für die Studieneingangsphase in der Informatik. Accepted for publication in Proccedings of 5. Fachtagung zur Hochschuldidaktik der Informatik HDI 2012. (in preparation) [3] Batur, F. and Bergner, N. 2012. Grundschulkinder begeistern mit der Zauberschule Informatik. In Ideen und Modelle. 5. Münsteraner Workshop zur Schulinformatik. Books on Demand GmbH, Norderstedt, 87–94. [4] Bell, T. 2006. Schülervorstellungen und Lernen von Physik. Forschendes Lernen. Piko-Brief 6. IPN Kiel, Kiel. [5] Bergner, N., Holz, J., and Schroeder, U. 2012. Cryptography for Middle School Students in an Extracurricular Learning Place. In CSEDU 2012 - Proceedings of the 4th International Conference on Computer Supported Education, Volume 2, Porto, Portugal, 16-18 April, 2012. SciTePress, 265–270. [6] Bergner, N., Holz, J., and Schroeder, U. 2012. Über fundamentale Ideen hinaus: Informatik im InfoSphere - Schülerlabor Informatik. In Ideen und Modelle. 5. Münsteraner Workshop zur Schulinformatik. Books on Demand GmbH, Norderstedt, 77–86. [7] Bergner, N., Leonhardt, T., and Schroeder, U. 2011. Zauberschule Informatik ‐ Einblick in die Welt der Informatik für Kinder im Grundschulalter. In Weigend, M.; Thomas, M.; Otte, F. (Hrsg.): Informatik mit Kopf, Herz und Hand -- Praxisbeiträge zur 14. GI-Fachtagung "Informatik und Schule" (INFOS2011) Münster: ZfL- Verlag, in print [8] Engeser, S., Limbert, N., and Kehr, H. 2010. Studienwahl Informatik. Abschlussbericht zur Untersuchung, München. [9] Euler, M. 2005. Schülerinnen und Schüler als Forscher: Informelles Lernen im Schülerlabor. Naturwissenschaften im Unterricht. Physik 16, 90, 4–12. [10] Gesellschaft für Informatik (GI) e. V., Ed. Grundsätze und Standards für die Informatik in der Schule. Bildungsstandards Informatik für die Sekundarstufe I. [11] Griffin, J. 1994. Learning to learn in informal science settings. Research in Science Education 24, 24, 121–128. [12] Guderian, P. 2007. Wirksamkeitsanalyse außerschulischer Lernorte. Der Einfluss mehrmaliger Besuche eines Schülerlabors auf die Entwicklung des Interesses an Physik. Dissertation, Humboldt-Universität zu Berlin. [13] Holz, J., Bergner, N., Schäfer, A., and Schroeder, U. 2012. Serious Games on Multi Touch Tables for Computer Science Students. In CSEDU 2012 - Proceedings of the 4th International Conference on Computer Supported 4 www.igadtools4mint.de 33 Education, Volume 2, Porto, Portugal, 16-18 April, 2012. SciTePress, 519–524. [14] Holz, J., Bergner, N., and Schroeder, U. 2012. Anwendungsorientierte Gestaltung eines Informatik- Vorkurses als Studienmotivator. Accepted for publication in Proccedings of 5. Fachtagung zur Hochschuldidaktik der Informatik HDI 2012. (in preparation) [15] Holz, J., Leonhardt, T., and Schroeder, U. 2011. Using smartphones to motivate secondary school students for informatics. In Proceedings of the 11th Koli Calling International Conference on Computing Education Research. Koli Calling ’11. ACM, New York, NY, USA, 89‐94. [16] Knobelsdorf, M. 2011. Biographische Lern- und Bildungsprozesse im Handlungskontext der Computernutzung. Dissertation, Freie Universität Berlin. [17] Kupferschläger, L. 2012. Zahlenspiegel der RWTH Aachen 2011. RWTH Aachen, Aachen. [18] Lobbenmeier, D. 2003. Einstellungen von Schülerinnen zum Informatikunterricht und zur Informatik. Eine empirische Studie. Schriftliche Hausarbeit. [19] Ministerium für Schule und Weiterbildung NRW. Richtlinien und Lehrpläne für die Sekundarstufe II - Gymnasium/Gesamtschule in Nordrhein-Westfalen Informatik. [20] Reher, J. 2010. Dossier über die Informatik in der allgemeinbildenden Schule für die Bundesländer Nordrhein-Westfalen und Niedersachsen. Dossier, Universität Potsdam. [21] Schulte, C. and Magenheim, J. 2005. Novices' expectations and prior knowledge of software development. Results of a Study with High School Students. In International Journal of Environmental & Science Education, 143–153. [22] Schwill, A. 2001. Fundamentale Ideen der Informatik. http://ddi.cs.uni-potsdam.de/Forschung/Schriften/ZDM.pdf. Accessed 21 February 2012.
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: Altogether 830 participants visited
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 and 146:
the knowledge about ICT and CS (see
Page 147 and 148:
The Mindstorm Effect: A Gender Anal
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 ...

Create successful ePaper yourself

Delete template?

Save as template?