Informatik ist mehr als Programmieren

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Computer science, and computing more broadly, is about more than programming.

Von Mark Guzdial im Buch Learner-Centered Design of Computing Education (2015) im Text What Does Computing for Everyone Mean?

Programming is to CS what proof construction is to mathematics and what literary analysis is to English.

Von James J. Lu, George H. L. Fletcher im Text Thinking about computational thinking (2009)

Computer science is not computer programming. Thinking like a computer scientist means more than being able to program a computer.

Von Jeannette M. Wing im Text Computational Thinking (2006)

Ein Fach Informatik muss [...] deutlich mehr abdecken als die reine Programmierung oder gar nur das Lernen einer Programmiersprache.

Von Jürg Kohlas, Jürg Schmid, Carl August Zehnder im Buch informatik@gymnasium (2013) im Text Argumente für Informatik am Gymnasium

Programmieren ist ein Schritt bei der Umsetzung eines Modells in eine konkrete Anweisung für Computer und damit zwar ein notwendiger und wichtiger Bestandteil der Informatik, aber keineswegs mit ihr gleichzusetzen.

Von Beat Döbeli Honegger im Buch Mehr als 0 und 1 im Text Wozu Informatik? (2016)

The idea that coding (a subset of programming) opens the door to many career opportunities has intrigued the public because of the successful publicity of Hour of Code, after-school coding clubs for boys and girls, and coding competitions.

Von Peter Denning, Matti Tedre, Pat Yongpradit im Text Misconceptions About Computer Science (2017)

Eine Besonderheit des Informatikunterrichts ist die häufig vorhandene falsche Vorstellung der Schülerinnen und Schüler, dass er nur aus dem Erlernen der Programmierung und der Arbeit an Computern bestünde. Dies ist besonders in Kontexten beachtenswert, in denen das Fach nicht obligatorisch angeboten wird.

Von Mareen Grillenberger im Buch Wirksamer Informatikunterricht (2024) im Text Eine Bereicherung für alle Unterrichtsfächer

A Model Curriculum for K-12 Computer Science

Programming is used to implement algorithms on computers. While programming is a central activity in computer science, it is only a tool that provides a window into a much richer academic and professional field. That is, programming is to the study of computer science as literacy is to the study of literature.

Von Fadi Deek, Jill Jones, Dennis McCowan, Chris Stephenson, Allen B. Tucker, Anita Verno Personenreihenfolge alphabetisch und evtl. nicht korrekt

in der Broschüre A Model Curriculum for K-12 Computer Science (2003)

Even when computing is distilled to its core scientific and engineering principles it is still a huge field in which programming is not the lead. The new Advanced Placement course CS Principles reflects a much broader view of computer science for high school seniors. Code.org’s K–12 curriculum covers much more than coding.

Von Peter Denning, Matti Tedre, Pat Yongpradit im Text Misconceptions About Computer Science (2017)

The idea that programming is the core activity of computer science is easy to accept and yet it is only partly true. Computing professionals are expected to be able to program. But computing professionals engage in many other important activities such as designing software and hardware systems, networks, databases, and applications.

Von Peter Denning, Matti Tedre, Pat Yongpradit im Text Misconceptions About Computer Science (2017)

The inadvertent peril posed by the “learn to code” mania and the cornucopia of websites advocated by avenues such as Code.org is that they may (unwisely) be equated to “CS education” for K-12 schools and educators lacking capacity and skills for teaching computing. While not so drastic, it is somewhat akin to confusing architecture with construction.

Von Shuchi Grover im Text Learning to Code Isn't Enough (2013)

Erstaunlich oft begegneten einem während der Tagung Erörterungen zum Selbstverständnis der Informatik. Mehrfach wurde betont, dass die Informatik mehr sei als „nur“ programmieren. Dieses verkürzte Verständnis, das offenkundig als dominierend in den Alltagsdiskursen wahrgenommen wird, entspricht nicht der tatsächlichen Komplexität dieses Fachgebiets. Hierauf wurde großer Wert gelegt

Von Thorsten Junge im Text Tagungsbericht: INFOS 2017 - Informatische Bildung in Schulen (2017)

A popular perception of computer science is that it is only about programming. Although programming is the main tool of the computer scientist, it is not an end in itself. One computing professional has observed that the most impor- tant characteristics of a person in her position are attention to detail, good communication skills, and patience - not programming! (Teague and Clarke, 1993)

Von Tim Bell, Gwenda Bensemann, Ian H. Witten im Text Computer Science Unplugged (1995) auf Seite 1

Basic CT concentrates heavily on how to use the listed concepts to write good programs ("coding"). This is good: programming is central to CT. But such a heavy focus on coding reinforces a common public misconception about computing, often called "CS = programming." We fought long and hard in the 1990s to eliminate this perception. It is disconcerting to see it reviving as an unwitting consequence of the narrow view of computing built into Basic CT.

Von Peter Denning, Matti Tedre im Text Computational Thinking for Professionals (2021)

Sure, getting all kids to dabble in coding will certainly be better than not, and the many “learn to code” online avenues and fun environments like Scratch and Alice provide access to kids who would otherwise never experience the joy and magic of programming. It is also an immensely powerful way to attract girls and underrepresented minorities to experiment, express and be creative. However, in touting coding as the end game, we are perhaps doing our children a disservice.
There is a shortage of coders in the nation, yes, but true innovation will come from those who understand and think about computing more deeply in disciplines beyond CS.

Von Shuchi Grover im Text Learning to Code Isn't Enough (2013)

Block-based programming tools such as Scratch, Alice, Kodu, and web avenues like Khan Academy, Code Academy, and CodeHS (among others), place programming within easy reach of children today. Such tools are built on the “low floor, high ceiling” philosophy, which makes it easy for a beginner to build working programs. Scores of teachers working with elementary and middle school kids around the country, as well the massive Scratch community, will attest to the fact that even 9 and 10 year-olds who tinker in these environments create artifacts and animations literally within minutes of starting out.
Introductory exposure to coding in these environments is easy, hugely gratifying, and motivating. But how deeply do these children engage in computational thinking? The answer is, it depends. Wing underscored that computational thinking involves conceptualizing, not just coding and learning the syntax of a language, and it’s more about the ideas, not the artifacts. It is the thinking we employ to design solutions, not the end product or projects.

Von Shuchi Grover im Text Learning to Code Isn't Enough (2013)

3 Vorträge von Beat mit Bezug

Ist JavaScript das neue Latein?
Warum und welche Informatik in die Schule gehört
30 Jahre Jubiläum SI, Fribourg, 25.06.2013
Informatik konkret machen
Ideen zum Informatikunterricht in der Volksschule
Fachbereich Medienbildung, PH Zürich, 03.10.2013
Medien, Informatik und Anwendungskompetenzen
Informatik im Lehrplan 21: Situierung und Umsetzungsideen
Workshop der kantonalen ICT-Center, PHBern, 25.08.2015