Design and evaluation of a braided teaching course in sixth grade computer science education

Pasternak, Arno; Vahrenhold, Jan

doi:10.1145/2157136.2157154

Cited by 46 publications

(6 citation statements)

References 10 publications

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“…Pasternak & Vahrenhold [141,142] give details about their proposed approach for implementing CS curricula in secondary schools which they call "braided teaching". The idea is to have the subject organised by either structure or content.…”

Section: Secondary Schoolmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

113

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Computational Thinking (CT) has been described as an essential skill which everyone should learn and can therefore include in their skill set. Seymour Papert [1] is credited as concretising Computational Thinking in 1980 but since Wing [2] popularised the term in 2006 and brought it to the international community's attention, more and more research has been conducted on CT in education. The aim of this systematic literary review is to give educators and education researchers an overview of what work has been carried out in the domain, as well as potential gaps and opportunities that still exist.

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Section: Secondary Schoolmentioning

confidence: 99%

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Lockwood

Mooney

2018

IJCSES

113

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“…Context-based CS incorporates real-world applications of CS and students' perspectives on the content in the design of lessons. Researchers in Dortmund and Münster have analyzed theoretical and methodological aspects of context-based teaching approaches [Knobelsdorf and Tenenberg 2013] and have designed, implemented, and evaluated a corresponding spiral curriculum in lower secondary education [Pasternak and Vahrenhold 2012]. Additionally, the Paderborn group has investigated a cross-disciplinary, contextualized approach to teaching CS [Engbring 2003].…”

Section: Small(er)-scale Concepts In Secondary Cs Educationmentioning

confidence: 99%

“…Ultimately, this situation leads to what has been characterized as a "Monopoly (TM) Curriculum"[Vahrenhold 2012]. The diversity of the students' backgrounds forces the teacher to revisit material without being able, immediately, to build upon on what he or she invested in teaching in lower secondary education.…”

mentioning

confidence: 99%

Computer Science Education in North-Rhine Westphalia, Germany—A Case Study

Knobelsdorf

Magenheim

Brinda

et al. 2015

ACM Trans. Comput. Educ.

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In North-Rhine Westphalia, the most populated state in Germany, Computer Science (CS) has been taught in secondary schools since the early 1970s. This article provides an overview of the past and current situation of CS education in North-Rhine Westphalia, including lessons learned through efforts to introduce and to maintain CS in secondary education. In particular, we focus on the differential school system and the educational landscape of CS education, the different facets of CS teacher education, and CS education research programs and directions that are directly connected with these aspects. In addition, this report offers a rationale for including CS education in general education, which includes the educational value of CS for students in today’s information and knowledge society. Through this article, we ultimately provide an overview of the significant elements that are crucial for the successful integration of CS as a compulsory subject within secondary schools.

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“…(14). Pro středoškolskou informatiku jsme vybrali čtyři ústřední pojmy: informace, problém, algoritmus a efektivita.…”

Section: Program Výukyunclassified

Teaching Efficiency of Algorithms on Czech Grammar Schools

Lessner¹

2013

JTIE

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Abstract:The contribution introduces partial results of experimental computer science education on Czech grammar schools (general secondary education, students are 15-19 years old). Informatics on our grammar schools aims on user skills and misses the scientific aspects, while computer science seems to be promising regarding main educational goals on grammar schools, mainly the key competence to solve problems. Our research is based on the idea of teaching computer science on par with traditional science subjects, such as physics or biology. We have developed an experimental course program and tested it on a group of grammar school students in Prague. In this contribution we describe the Efficiency chapter and its educational results. If the educational goals are set appropriately, even this abstract and demanding topic can be included into grammar school curriculum.Key words: computer science, algorithm complexity, experimental teaching. VÝUKA EFEKTIVITY ALGORITMŮ NA GYMNÁZIÍCHResumé: Příspěvek uvádí dílčí výsledky experimentální výuky informatiky na gymnáziích. Výuka informatiky na gymnáziích se zaměřuje především na uživatelské dovednosti a pomíjí vědní stránku informatiky. Přitom z hlediska cílů gymnaziálního vzdělávání se informatika jeví jako slibná oblast, především v souvislosti s klíčovou kompetencí k řešení problémů. Náš výzkum vychází z představy výuky informatiky jako vědecké disciplíny vedle ostatních tradičních vědních předmětů, jako jsou fyzika nebo biologie. Sestavili jsme odpovídající program výuky a otestovali ho na skupině žáků jednoho pražského gymnázia. V tomto příspěvku uvádíme podrobnější popis modulu zaměřeného na problematiku efektivity a výsledky jeho výuky. Ukazuje se, že při vhodném nastavení vzdělávacích cílů je možné i toto poměrně abstraktní a náročné téma do gymnaziální výuky úspěšně zařadit.Klíčová slova: teoretická informatika, složitost algoritmů, experimentální výuka.

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Design and evaluation of a braided teaching course in sixth grade computer science education

Cited by 46 publications

References 10 publications

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Computational Thinking in Secondary Education: Where does it fit? A systematic literary review

Computer Science Education in North-Rhine Westphalia, Germany—A Case Study

Teaching Efficiency of Algorithms on Czech Grammar Schools

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