Problemlöseargument: Informatikkenntnisse helfen auch beim Lösen von Problemen ausserhalb der Informatik |  |
BiblioMap 
Definitionen
Grundkonzepte der Informatik sind hilfreich beim analytischen Denken und Lösen von Problemen über die Informatik hinaus.
Der Programmierunterricht fördert Schlüsselkompetenzen wie Problemlösen, Abstrahieren, Analysieren oder im Team arbeiten.Many strong claims have been made concerning the
relationship between learning to program and learning
to think. In the process of learning to program
a computer, it is assumed, students will also learn
about their own thinking processes. This premise
underlies many assertions concerning the usefulness
of teaching computer programming in schools.
Von Richard E. Mayer, Jennifer L. Dyck, William Vilberg im Text Learning to program and learning to think: what's the connection? (1986) 
Die allgemeine Studierfähigkeit sowie die Fähigkeit zum Lösen anspruchsvoller Aufgaben der Gesellschaft setzen allgemeine kognitive Fähigkeiten voraus, so exaktes logisches Denken, konstruktive Lösungssuche, präzise Kommunikation, projektbezogenes Arbeiten, besonders auch im Team. Die Informatik bietet dazu Elemente an, welche die Erlangung dieser Kompetenzen in besonderem Masse fördern können.Informatik als Denkwerkzeug hat nicht nur im Bildungs- und Wissenschaftsbereich etwas zu bieten. Das Problemlöseargument zielt auf den Alltag: Informatik stellt Werkzeuge und Verfahren zur Verfügung, mit denen sich im Alltag Probleme strukturiert beschreiben, diskutieren und damit besser lösen lassen – auch ohne den Einsatz von Computern. So können zum Beispiel Flussdiagramme helfen, Abläufe zu verstehen und zu optimieren, unterschiedliche Datenstrukturen wie Listen, Tabellen, Bäume und Graphen unterstützen das problemgerechte Erfassen, Verarbeiten und Darstellen von Daten, und Visualisierungstechniken wie Concept-Maps helfen beim Nachdenken über Strukturen und Zusammenhänge. Bei der Beschäftigung mit Informatik lernt man diese Werkzeuge kennen und schult auch das entsprechende Denken. Viele dieser Konzepte und Werkzeuge existieren nicht erst seit der Entstehung der Wissenschaft Informatik. Doch erst die Informatik macht den Umgang mit solchen Werkzeugen explizit zum Thema. Guter Informatikunterricht fördert daher nicht nur die Nutzung solcher Konzepte und Werkzeuge, sondern hilft Schülerinnen und Schülern auch, künftig selbst die geeigneten Denkwerkzeuge zu finden. So eröffnet Informatik die Möglichkeit, über Problemlöseheuristiken oder den Unterschied zwischen Korrektheit und Viabilität nachzudenken.
Bemerkungen
This general claim has never been substantiated
with empirical research.
Das beanspruchen ja alle Fächer für sich, sogar Latein. Der Punkt ist: Bei Informatik ist es wirklich so! (lacht)Pea and Kurland failed to find support for the idea that a year of Logo activities improved children’s strategic planning skills.
Von Richard E. Mayer, Jennifer L. Dyck, William Vilberg im Text Learning to program and learning to think: what's the connection? (1986) auf Seite 606Despite these claims, there have been very few
relevant research studies and almost no convincing
support of this connection [7, 8, 13, 17, 22].
Von Richard E. Mayer, Jennifer L. Dyck, William Vilberg im Text Learning to program and learning to think: what's the connection? (1986) 
Nicht nur ist damit klar, dass eine vertiefte Beschäftigung mit dem Computer extrem gut zur
Problemlösungskompetenz beiträgt – sondern
das logisch-analytische Denken so gut schult wie
kaum ein anderes Fach.
Programming facilitates the acquisition of rigorous thinking and expression. Children impose the need for precise statement on themselves through attempting to make the computer understand and perform their algorithms.
Diese Schritte gelten so auch für Problemstellungen außerhalb der Informatik, so dass
die Vermittlung solcher allgemeinen Problemlösefähigkeiten immer auch als ein
wichtiger Beitrag der informatischen Bildung zur Allgemeinbildung gesehen wird.
As you learn to code, you also become a better thinker. For
example, you learn how to break complex problems into simpler
parts. You learn how to identify problems and debug them. You
learn how to iteratively refine and improve designs over time.Es gibt die Fraktion, die sagt, man muss programmieren, um strukturiertes Denken zu lernen, eine überfachliche Kompetenz. Die Forschung kann leider nicht sehr gut zeigen, dass dieser Transfer wirklich stattfindet. Man muss also vorsichtig sein und nicht Wunder erwarten.
Studien, die dem Lernen des Programmierens gewidmet wurden, gründeten
ursprünglich auf der Annahme, man hätte mit dem Programmieren eine neue
Generalfähigkeit, die Fähigkeit zur allgemeinen Informationsverarbeitung,
soz. das »Latein des 20sten Jahrhunderts«, entdeckt.
Although much planning and problem solving went into writing programs at this time, critics claimed that there was little empirical evidence demonstrating what students were learning in terms of programming and whether such learning transferred to planning and problem solving.The Computer Science for
All education movement, which began
around 2006, is motivated by two premises:
that computational thinking will
better prepare every child for living in
an increasingly digitalized world, and
that computational thinkers will be superior
problem solvers in all fields.Due to a lack of a widespread, positive, statistical relationship between programming language instruction and problem-solving skills, some computer educators and computer researchers question if a link between programming language instruction and problem-solving skills does, in fact, exist (Pea, 1984).
Von David B. Palumbo im Text Programming Language/Problem-Solving Research (1990) 
Teaching programming in schools is a particularly
hot topic now: On the one hand, it is argued that
programming is merely a job skill, and that programming instruction should not be included in a general curriculum; on the other hand, it is argued that programming is a subject where one can learn effective problem-solving skills.
Decades of research with children suggests that young learners who may be programming don’t necessarily learn problem solving well, and many, in fact, struggle with algorithmic concepts especially if they are left to tinker in programming environments, or if the learning is not scaffolded and designed using the right problems and pedagogies.Gorman and Bourne found, however, that third graders who learned Logo with one extra hour of computer time per week performed better on tests of logical reasoning than third graders who learned Logo with just one half hour of extra computer time per week. Apparently, gains in thinking skills depend on the student being given heavy doses of Logo rather than just minimal exposure.
Von Richard E. Mayer, Jennifer L. Dyck, William Vilberg im Text Learning to program and learning to think: what's the connection? (1986) auf Seite 606
This idea - that programming will provide exercise for the highest mental faculties,and that the cognitive development thus assured for programming will generalize or transfer to other content areas in the child's life -is a great hope. Many elegant analyses offer reasons for this hope although there is an important sense in which the arguments ring like the overzealous prescriptions for studying Latin in Victorian times.
Im Informatikunterricht ist es möglich, einen besonders hohen Alltagsbezug
zu gewährleisten und abstrakte Inhalte mit konkreten und aktuellen Themen
zu verknüpfen. Dadurch bieten sich für die Schülerinnen und Schüler einzigartige
Gelegenheiten, praktisch anwendbare technische und kreative Fähigkeiten
zu entwickeln. Sie erlernen Problemlösefähigkeiten, die nicht nur
innerhalb des Informatikunterrichts, sondern allgemein nützlich sind.It is this generalized problem-solving transfer that computer programming educators hope to increase. Certainly, that is one of the claims made about the benefits of Logo instruction (Papert, 1980). Ginther and Williamson (1985), however, state that this type of generalized problem-solving transfer is difficult, if not impossible, to achieve in any context, and there is no reason to claim that programming language instruction will provide contrary evidence.
Von David B. Palumbo im Text Programming Language/Problem-Solving Research (1990) My own experiences over the last decade engaging middle and high school students in numerous computational activities (from programming games and stories in Scratch to Robotics to mobile app programming using App Inventor, and currently as a middle school CS teacher as part of my doctoral research) have been that while children comfortably learn the WHAT (blocks or syntax) of programming languages and environments, the HOW and WHY is much harder as they construct programming solutions.This old claim is called the “transfer
hypothesis.” It assumes that a thinking
skill automatically transfers into other
domains simply by being present in
the brain. It would revolutionize education
if true. Education researchers have
studied automatic transfer of CT for
three decades and have never been able
to substantiate it. There is evidence on
the other side—slavish faith in a single
way of thinking can make you into a
worse problem solver than if you are
open to multiple ways of thinking.What has been done to evaluate the empirical validity of these important claims? While Papert and colleagues undertook extensive studies of children doing Logo programming in the Brookline school system,their reports of this work were principally qualitative innature,citing and discussing some of the programs that were created by the children, the global differences in programming style that seemed to be intuitively distinguishable (Watt, 1979), and dramatic case studies of great programming progress made by children who had learning difficulties (e.g., Weir, 1981).Seymour Papert’s pioneering efforts in the 1980s around children, programming, and the development of procedural thinking skills through Logo programming inspired a large body of these research studies. This previous literature revealed the problems faced by children, and overwhelmingly called for a need to study the pedagogy of programming. Other research studies over the last 2-3 years (including one from the Scratch team at MIT Lab) suggest that tween and teen student projects may point to apparent fluency as evidenced by the computational concepts used in their projects. However, probing deeper sometimes reveals significant conceptual chasms in their understanding of the computing constructs that their programs employ.Critics of the transfer hypothesis referred to a research base in
developmental cognitive science, arguing that there was no evidence of
skill-transfer from programming to other subjects. Research with adults did
not support transfer of cognitive skills between domains. Programming
itself is a complex network of skills including mathematical abilities,
conditional reasoning, analogical reasoning, procedural thinking, temporal
reasoning, and memory capacity. It was not clear which parts of this
complex transferred or not. After much detailed investigation, education
researchers eventually concluded there is not enough evidence to accept the
transfer hypothesis. It was not compelling as a justification to teach
computing in K–12 schools.If a link between instruction in
computer programming and improved
problem solving ability is not proven,
then continued instruction in computer
programming will have to be justified on
some other basis. Other reasons, based
on personal beliefs and anecdotal evidence,
are that instruction in computer programming is necessary for computer literacy, allows for a better understanding of computer processing, provides an
appreciation for commercial software development, increases social interaction between teachers and students and between students, increases selfconfidence from successful programming
efforts, provides freedom from repetitive calculations, and provides the ability to simulate complex and/or dangerous situations in experiments and decision making.
Von Craig A. VanLengen, Cleborne D. Maddux im Text Does Instruction in Computer Programming Improve Problem Solving Ability? (1990) auf Seite 13If introductory programming courses are to teach
students something more than a job skill, the underlying abstractions of programming must be made
explicit. That is, students must be taught what programming has in common with other problemsolving
tasks. By focusing on programs as the output
of the programming process, students are naturally
led to think that what they have learned in “Computer
Science 100" is relevant only to the production
of programs. To facilitate the transfer of knowledge
from “Computer Science 100" to other problemsolving
activities, students must be taught explicitly
that programming is a design discipline, and as such
the output of the programming process is not a program per se, but rather an artifact that performs
some desired function.The hope that a small number of teachers could teach CT to everybody
was paired with the transfer hypothesis. The hypothesis is a belief that CT
is a metacognitive skill learned from programming; students who learn CT
in one domain became better problem-solvers in other domains, too. This
belief bolstered the position that teaching computing should be an essential
element of K–12 education. The most enthusiastic supporters of the
hypothesis made claims such as “the concept of procedure is the secret
educators have so long been seeking,” and “the pedagogic value of
algorithmic approach aids in the understanding of concepts of all kinds.”
They argued that teaching programming improves generic thinking skills
such as logical thinking and generally “sharpens the mind.”Clark (1992) kommentiert
diese Annahme nach einer Durchsicht entsprechender Studien: »The original
hope that the learning of computer programming would sharpen general thinking
and problem-solving skills seems unsupported. Thus, there seems to be a
lack of compelling evidence of ›domain-general‹ transfer which is attributable
to computer programming expertise« (267ff.). Die Transferqualität des Programmierens
sei unbewiesen geblieben, Programmieren bleibe domain-spezifisch
(wie es im übrigen ja auch Latein war). Wo Transfer nachgewiesen wurde, war
der Computer kein notwendiges Medium, und die Transferfähigkeit wurde mit
speziellen didaktischen Methoden trainiert. Clark bezeichnet die Verwechselung
der menschlichen Informationsverarbeitung mit dem Programmieren als
unzulässige Reifikation einer Metapher für Kognition.The intuitively plausible claims for the cognitive benefits of programming have broadened in scope and in public attention. Although evidence does not
support these claims as yet, their presumed validity is nonetheless affecting important decisions in public education, and leading to high expectations for outcomes of programming in the school and home. In the current climate of uncritical optimism about the potential cognitive benefits of learning to program, we run the risk of having naive "technoromantic" ideas become entrenched in the school curriculum by affirmation, rather than by empirical verification through a cyclical process of research and development. Already at the pre-high school level, programming is taught primarily because of its assumed impacts on higher cognitive skills, not because proficiency in programming
is itself an educational goal.The contrasting belief, in part a reaction to the first belief, is that through learning to program. children are learning much more than programming, far
more than programming "facts". It is said that children will acquire powerfully general higher cognitive skills such as planning abilities. problem-solving heuristics and reflectiveness on the revisionary character of the problem solving
process itself. This belief. although new in its application to this domain, is an old idea in a new costume which has been worn often before. In its common extreme form, it is based on an assumption about learning - that spontaneous experience with a powerful symbolic system will have beneficial cognitive consequences, especially for higher order cognitive skills. Similar arguments have
been offered in centuries past for mathematics, logic. writing systems, and Latin (e.g. see Bruner, 1966; Cole & Griffin, 1980; Goody, 1971; Olson, 1976;
Ong, 1982; Vygotsky, 1978).Despite the absence of substantial proof of a positive relationship, there are still those who support the proposed link between programming language instruction and problem-solving skills. These researchers address deficiencies in those research studies that have not found these predicted positive relationships. These deficiencies can be characterized according to four major issues:
Von David B. Palumbo im Text Programming Language/Problem-Solving Research (1990) - (a) programming language/ problem-solving studies not being firmly grounded in problem-solving theories (Burton & Magliaro, 1987-1988);
- (b) quality, length, and intensity of the treatment presented (Burton & Magliaro; Palumbo & Reed, 1987-1988; Seidman, 1988; Soloway, Spohrer, & Littman, 1988);
- (c) appropriateness of the programming language selected in increasing problem-solving skills and the method of instruction (Burton & Magliaro; Littlefield, Delclos, Lever, Clayton, Bransford, & Franks, 1988; Reed et al., 1987-1988); and
- (d) selection of an appropriate sample of students, whose age range and ability level will provide the necessary background to benefit from programming language instruction (Linn & Dalbey, 1985; Pea, 1984).
One of the main arguments for teaching mathematics is the development of the exact way of thinking that finally results in the ability to use the exact language of mathematics for describing, analyzing and solving problems in all areas of our life. This ability becomes more and more important. Some colleagues tend to call informatics the “new" mathematics or at least a constructive mathematics. Jeannette Wing, head of the computer science department at Carnegie Mellon University, even envisions that “thinking like a computer scientist" should be a fundamental skill such as reading, writing and arithmetics. Cohen and Haberman regard computer science as one of the five “languages" every citizen should acquire.The reason for that is the way of working in computer science. Similarly as in mathematics, we begin with an abstract description of a problem and continue with its analysis. But additionally, computer scientists do not only discover an efficient way of solving it, but they also implement the discovered method and provide a product (program) for solving problems of this kind. This work is more constructive than the typical work of a mathematician and ties the exact way of thinking in mathematics with the pragmatic way of working in engineering.
Studies of computer programming
and problem solving have yielded mixed
results. Studies that failed to find a
relationship between computer
programming and problem solving had
various weaknesses in experimental design
and instructional approach. Specifically,
many studies employed small samples [8,
12], did not use random selection and/or
assignment of the subjects [8, 9, 10, 11 ],
or lacked control groups [9].
In addition, the main instructional approach in the non-support studies was non-directive (discovery) [8, 9]. Program planning, development, and debugging were not specifically taught [8, 9]. This is a problem, since using a non-directive instructional approach with a limited amount of treatment time does not appear to be effective.
Another difficulty is that mastery of programming was not measured [8, 12, 10, 11]. Without ensuring that programming is mastered, it makes little sense to talk of problem solving transfer [13].
A number of other studies showed some positive relationship between computer programming and problem solving ability. Some of these studies used random selection and/or assignment [14, 15, 16, 12, 17, 18]. Random selection should result in sample groups that are more closely related to the population. Several studies were for longer periods of time (semester or more) [19, 17, 20]. Longer studies should allow for more treatment time. The instructional strategy used in a number of these studies was directed with specific instruction in program planning and development [15, 16, 12, 17, 18). Tbe results of some of the studies are not conclusive since the programming activities and dependent variables appeared to be highly related [16, 18]. Even though the inferences were not clearcut, these studies are a beginning of an experimental process directed at investigating a possible link between computer programming instruction and generat problem solving ability.
Von Craig A. VanLengen, Cleborne D. Maddux im Text Does Instruction in Computer Programming Improve Problem Solving Ability? (1990) auf Seite 11In addition, the main instructional approach in the non-support studies was non-directive (discovery) [8, 9]. Program planning, development, and debugging were not specifically taught [8, 9]. This is a problem, since using a non-directive instructional approach with a limited amount of treatment time does not appear to be effective.
Another difficulty is that mastery of programming was not measured [8, 12, 10, 11]. Without ensuring that programming is mastered, it makes little sense to talk of problem solving transfer [13].
A number of other studies showed some positive relationship between computer programming and problem solving ability. Some of these studies used random selection and/or assignment [14, 15, 16, 12, 17, 18]. Random selection should result in sample groups that are more closely related to the population. Several studies were for longer periods of time (semester or more) [19, 17, 20]. Longer studies should allow for more treatment time. The instructional strategy used in a number of these studies was directed with specific instruction in program planning and development [15, 16, 12, 17, 18). Tbe results of some of the studies are not conclusive since the programming activities and dependent variables appeared to be highly related [16, 18]. Even though the inferences were not clearcut, these studies are a beginning of an experimental process directed at investigating a possible link between computer programming instruction and generat problem solving ability.
19 Vorträge von Beat mit Bezug
- There's an app for that...
Über die Bedeutung von ICT und Informatik in Zeiten allgegenwärtiger App-Phones
Dresden, 17.03.2010
- i-factory teachers workshop
Verkehrshaus Luzern, 30.03.2011
- Leitmedienwechsel auf der Sekundarstufe II
Visionstag 2020 Zug
Zug, 29.05.2012
- Der Leitmedienwechsel als Herausforderung für die Sekundarstufe II
Rektorenkonferenz Sek II, Kanton Schwyz
Insel Schwanau, 21.09.2012
- Bedeutung der digitalen Medien für die Bildung
Swisscom Sessions-Apero St. Gallen, 26.11.2012
- Neue Technik in alten Mauern?
Der Leitmedienwechsel am Theresianum Ingebohl
Theresianum Ingebohl, 19.12.2012
- Warum machen wir das alles?
Gedanken zum Leitmedienwechsel an Gymnasien
Gymnasium Immensee, 06.04.2013
- Ist JavaScript das neue Latein?
Warum und welche Informatik in die Schule gehört
30 Jahre Jubiläum SI, Fribourg, 25.06.2013
- Leitmedienwechsel und Motivation
Interne Weiterbildung Kollegium Schwyz
Bad Ragaz, 16.08.2013
- i-factory teacher workshop
6x jährlich durchgeführter Workshop - Version 2014 des Vortrags
Verkehrshaus der Schweiz, Luzern, 04.06.2014
- Denken ist wie googlen, nur krasser
Kantonsschule Ausserschwyz, 28.08.2014
- Mehr als 0 und 1: Schule in einer digitalisierten Welt
Pädagogische Hochschule Schwyz, 20.11.2014
- Der Leitmedienwechsel und die Bildung
Podium Interface, Hochschule für Technik
FHNW, Windisch, 08.12.2014
- Informatik in der Volksschule: Was - Warum - Wie?
Einstiegsvortrag Kaderkurs "Informatische Bildung" der OSKIN
PH Zug, 14.01.2015
- We are all excited - but why?
Opening Keynote (Video of the keynote together with Mitch Resnick)
Scratch Conference, Amsterdam, 13.08.2015
- i-factory school kit 2016
Verkehrshaus der Schweiz, Luzern, 30.03.2016
- L’informatique à l’école primaire
, 16.02.2017
- Informatik in der KiTa
Förderprogramm "MINT Schweiz", 04.03.2017
- Informatik in der Grundschule - eine einmalige Chance
INFOS-Preconference-Workshop der Telekom Stiftung
Oldenburg, 12.09.2017
51 
Biblionetz-History 
