Towards a Methodical Approach for an Empirically Proofed Competency Model

Magenheim, Johannes; Nelles, Wolfgang; Rhode, Thomas; Schaper, Niclas

doi:10.1007/978-3-642-11376-5_12

Cited by 3 publications

(2 citation statements)

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“…As part of the Measurement of Competencies in Information System-Modeling and System Comprehension (MoKoM) project, the research groups in Paderborn and Siegen jointly developed a competency model of CS for higher secondary education [Magenheim et al 2010]. This model seeks to assess the learning progression evaluated by testing designed to reflect understandings of how the respective educational concepts are learned.…”

Section: Competence Models and Diagnostic Teaching In Secondary Cs Edmentioning

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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Section: Competence Models and Diagnostic Teaching In Secondary Cs Edmentioning

confidence: 99%

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

Knobelsdorf

Magenheim

Brinda

et al. 2015

ACM Trans. Comput. Educ.

Self Cite

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“…As described by Klieme et al [2004], the agreement on educational standards is eased by the existence of suitable competency models, similar to the competency model of the National Council of Teachers of Mathematics (NCTM) [2000] as a foundation of several standards in Mathematics. Currently the MoKoM project [Magenheim et al 2010] aims to develop the first CS competency model in Germany that is based on evidence. As soon as an adequate competency model is available, a standardization process that is comparable to traditional subjects could start.…”

Section: Educational Standardsmentioning

confidence: 99%

Computer Science Education in Secondary Schools -- The Introduction of a New Compulsory Subject

Hubwieser

2012

ACM Trans. Comput. Educ.

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In 2004 the German state of Bavaria introduced a new compulsory subject of computer science (CS) in its grammar schools ( Gymnasium ). The subject is based on a comprehensive teaching concept that was developed by the author and his colleagues during the years 1995--2000. It comprises mandatory courses in grades 6/7 for all students of grammar schools and in grade 9/10 for the students of the science and technology track of this school type. In grades 11 and 12 there are elective courses that qualify for an optional graduation exam in CS. The first students that have attended the course in total graduated in 2011. This article describes the whole project in the form of an extensive case study that is guided by the Darmstadt Model , which was developed as a category system for computer science education in secondary schools by a working group at ITiCSE 2011. This case study is the first (nearly) all-embracing discussion of the whole project that describes the long way from the original concept to the first graduates as well as the internal structure of the subject and the first results.

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