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

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ABSTRACT On the Importance of Being Earnest: Challenges in Computer Science Education Despite an increasing number of success reports from several countries, establishing computer science as a subject worth full curriculum credit is one of the most frequently named goals in secondary computer science education. In my keynote address, I will first present a personal perspective on this issue and summarize challenges in research, recruitment, and curriculum design that have to be met before this goal can be reached in-breadth. Following up on the anticipated success of our ambitions, I will then comment on some probably even more pressing challenges in research, assessment, and teacher training that we need to be prepared to face once computer science has eventually been established as a subject worth full curriculum credit. Categories and Subject Descriptors K.3.2 [Computers and Education]: Computer and Information Science Education Keywords Secondary Computer Science Education Acknowledgements This work was partially funded by the Deutsche Telekom Stiftung under the name dortMINT. Many of the thoughts and observations discussed are based on work done together with Holger Danielsiek, Rebecca Doherty, Arno Pasternak, Wolfgang Paul, and Renate Thies. 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 X-XXXXX-XX-X/XX/XX ...$15.00. Jan Vahrenhold Westfälische Wilhelms-Universität Münster Department of Computer Science 48149 Münster, Germany jan.vahrenhold@uni-muenster.de 6
Challenges in Computer Science Education ABSTRACT Discussing challenges involves some knowledge of future trends. Can one say anything about the future of computer science? Can one predict the future of computing generally? In the September issue of the CACM (Communication of the ACM) in his column Peter Denning relates to this question and concludes by saying: "Don't feel bad if you can't predict the future". Thus, in my presentation I will not predict the future, but rather describe the current situation of computer science education, and the challenges we have to address at the moment, showing common concerns related to computer science education we share worldwide, and in particular Israel and the United States. Categories and Subject Descriptors K.3.2 [Computers and Education]: Computer Science Education Keywords Secondary computing education 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, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Conference’10, Month 1–2, 2010, City, State, Country. Copyright 2010 ACM 1-58113-000-0/00/0010…$10.00. Judith Gal-Ezer Computer Science Department Open University of Israel galezer@openu.ac.il 7
Page 1 and 2: Fakultät für Mathematik, Informat
Page 3 and 4: Program Committee Michal Armoni Wei
Page 5: Challenge and Creativity: Students
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
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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
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Page 45 and 46: aim to react on these topics, exper
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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
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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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The focus group girls were more con
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tool for teachers and students in t
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eledSQL - A New Web-Based Learning
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create and manage teacher accounts.
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ABSTRACT Bringing Contexts into the
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3.1.1 Greenfoot as a framework for
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Real-world context Views of Computi
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Real-world context GP Context Artif
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i. e. theories, models, frameworks,
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number P-156 in Lecture Notes in In
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1. Context-based education in compu
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Figure 1. Network traffic for authe
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A weak point of the Vigenère algor
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We have learnt that we can both loo
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Comparing CSTA K-12 Computer Scienc
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grade 4, 5, 6 or 8, depending on ch
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Table 1. Scoring Scale for the Impl
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the highest rate of implementation
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Information Theory on Czech Grammar
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of information in a message M, repr
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Data modeling and database systems
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the knowledge about ICT and CS (see
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The Mindstorm Effect: A Gender Anal
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Exploring the processing of formatt
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Teachersʼ Perceptions Of The Value
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Technocamps: Bringing Computer Scie
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Abenteuer Informatik - Hands-on exh
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Gaming and Mathematics: A Cross Cur
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Turi: Chatbot software for schools
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ABSTRACT Learning Fields in Vocatio
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ABSTRACT This study examines the po
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