Zusammenfassungen
Computing education is in enormous demand. Many students (both children and adult) are realizing that they will need programming in the future. This book presents the argument that they are not all going to use programming in the same way and for the same purposes. What do we mean when we talk about teaching everyone to program? When we target a broad audience, should we have the same goals as computer science education for professional software developers? How do we design computing education that works for everyone? This book proposes use of a learner-centered design approach to create computing education for a broad audience. It considers several reasons for teaching computing to everyone and how the different reasons lead to different choices about learning goals and teaching methods. The book reviews the history of the idea that programming isn't just for the professional software developer. It uses research studies on teaching computing in liberal arts programs, to graphic designers, to high school teachers, in order to explore the idea that computer science for everyone requires us to re-think how we teach and what we teach. The conclusion describes how we might create computing education for everyone.
Von Klappentext im Buch Learner-Centered Design of Computing Education (2015) Bemerkungen zu diesem Buch
The purpose of this book is to point out that there is more than one possible learning
outcome from teaching computing to a broad range of people. Different people have different
learning goals. There is more than one kind of computing education.
Von Mark Guzdial im Buch Learner-Centered Design of Computing Education (2015) im Text What Does Computing for Everyone Mean? Kapitel
- 1. What Does Computing for Everyone Mean?
- 2. The Challenges of Learning Programming (2015)
- 3. Computational Thinking and Using Programming to Learn
- 4. Media Computation and Contextualized Computing Education
- 5. Adults as Computing Learners
- 6. Learner-Centered Computing Education for Computer Science Majors
- 7. Steps Toward Computing for Everyone
Dieses Buch erwähnt ...
Personen KB IB clear | Harold Abelson , Tim Berners-Lee , Ann L. Brown , Amy Bruckman , Quinn Burke , Carol K. K. Chan , D. E. Comer , Thomas H. Davenport , Peter Denning , Andrea diSessa , Benedict du Boulay , Deborah A. Fields , Mark Fischetti , Kathi Fisler , Andrea Forte , Michael Giang , Adele Goldberg , Dina Q. Goldin , Martin Greenberger , David Gries , Shuchi Grover , Mark Guzdial , Idit Harel , Orit Hazzan , Kathleen Jensen , Yasmin B. Kafai , Daniel Kahneman , Alan Kay , Caitlin Kelleher , Shriram Krishnamurthi , D. Midian Kurland , Tami Lapidot , Jean Lave , Kathleen Luchini , Marshall McLuhan , John Monk , Michael C. Mulder , Brad Myers , Donald A. Norman , Tim O'Shea , David B. Palumbo , John F. Pane , Seymour Papert , Randy Pausch , Roy Pea , Kylie A. Peppler , Jean Piaget , Laurence Prusak , Chris Quintana , Noa Ragonis , Chotirat Ann Ratanamahatana , Anthony Robins , Emmanuel Schanzer , Dan Schwartz , Scott A. Smolka , C. P. Snow , Cynthia Solomon , Elliot Soloway , Lynn Stein , Allen B. Tucker , A. Joe Turner , Peter Wegner , Etienne Wenger , Jeannette M. Wing , Niklaus Wirth , Danny Yoo , Paul R. Young | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Fragen KB IB clear | Gehört Programmieren zur Allgemeinbildung?Should programming be part of general education? | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Aussagen KB IB clear | Berufswahlargument: Informatikkenntnisse fördern den Berufswahlentscheid in Richtung Informatik-Berufe und -StudiengängeCareer argument: Computer science knowlege will give you a good career
Informatik ist mehr als Programmierencomputer science is more than programming Informatikkenntnisse gehören zur Allgemeinbildungcomputer science knowledge must be part of general education Programmieren ist schwierig Welterklärungsargument: Um die heutige Informationsgesellschaft verstehen und erklären zu können, sind Informatikkenntnisse notwendig. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | AkkommodationAccommodation , Assimilationassimilation , Bildungeducation (Bildung) , computational thinkingcomputational thinking , Computercomputer , Formal-operatives Denkenformal operational stage , Geometriegeometry , Informatikcomputer science , Informatik in der Primarschule , Informatik-Didaktikdidactics of computer science , Informatik-Unterricht (Fachinformatik)Computer Science Education , Informatikunterricht in der Schule , Kinderchildren , Lernenlearning , LOGO (Programmiersprache)LOGO (programming language) , Mathematikmathematics , micro:bit , MINTscience, technology, engineering, mathematics , notional machine , Primarschule (1-6) / Grundschule (1-4)primary school , Problemproblem , Programmierenprogramming , Programmiersprachenprogramming languages , rainfall problem , Schuleschool , Scratch , Sekundarstufe I , situated learning / situated cognitionsituated learning , Smalltalk , Snap! (Programmiersprache) , Squeak , Stadien der kindlichen Entwicklung nach PiagetPiaget's theory of cognitive development , StarLogo , turtle graphics | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Bücher |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Texte |
|
Dieses Buch erwähnt vermutlich nicht ...
Nicht erwähnte Begriffe | blockbasierte Programmierumgebungen, Digitalisierung, Eltern, Konkrete Operationen, LehrerIn, Präoperationales Stadium, Schweiz, Sensumotorisches Stadium, Unterricht |
Tagcloud
Zitationsgraph
Zitationsgraph (Beta-Test mit vis.js)
Zeitleiste
16 Erwähnungen
- Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)
- Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) (2017)
- 18. Principles of Computational Thinking Tools (Alexander Repenning, Ashok R. Basawapatna, Nora A. Escherle)
- Coding Literacy - How Computer Programming Is Changing Writing (Annette Vee) (2017)
- Misconceptions About Computer Science (Peter Denning, Matti Tedre, Pat Yongpradit) (2017)
- Remaining Trouble Spots with Computational Thinking - Addressing unresolved questions concerning computational thinking. (Peter Denning) (2017)
- Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017 (Arthur Tatnall, Mary Webb) (2017)
- 65. How to Implement Computing Education for All – Discussion of Alternative Organisational Models - Towards Defining Measures for Improved Quality of Teaching and Learning in the First Year of Computer Science Studies (Torsten Brinda)
- ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER 2017, Tacoma, WA, USA, August 18-20, 2017 (Josh Tenenberg, Donald Chinn, Judy Sheard, Lauri Malmi) (2017)
- Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers (Isabella Corradini, Michael Lodi, Enrico Nardelli) (2017)
- Programming Paradigms and Beyond (Shriram Krishnamurthi, Kathi Fisler) (2018)
- Computational Thinking (Peter Denning, Matti Tedre) (2019)
- WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
- Learning to program - the gap between school world and everyday world (Gert Braune, Andreas Mühling) (2020)
- Informatics in Schools: Engaging Learners in Computational Thinking - 13th International Conference, ISSEP 2020, Tallinn, Estonia, November 16-18, 2020 Proceedings (Külli Kori, Mart Laanpere) (2020)
- In-Service Teacher Training and Self-efficacy (Jørgen Thorsnes, Majid Rouhani, Monica Divitini)
- Debugging im Informatikunterricht (Tilman Michaeli) (2020)
- Computer programming skills - A cognitive perspective (Irene Graafsma) (2021)
- Computational Thinking in Education - A Pedagogical Perspective (Aman Yadav, Ulf Dalvad Berthelsen) (2021)
- 1. Computational Thinking - A Professional and Historical Perspective (Matti Tedre, Peter Denning)
- WiPSCE '22 - The 17th Workshop in Primary and Secondary Computing Education, Morschach, Switzerland, 31 October 2022 - 2 November 2022 (Mareen Grillenberger, Marc Berges) (2022)
- Observing Computational Thinking Skills of Kindergarten Children (Larissa Meyer-Baron, Ramona Stieger, Bettina Waldvogel, Nicole Schumann, Cornelia Rüdisüli, Franziska Mayr) (2022)
- Informatikunterricht im Zyklus 2: Variablen - Eine Design-Based-Research Studie (Lea Gisler) (2024)
Co-zitierte Bücher
Volltext dieses Dokuments
Learner-Centered Design of Computing Education: Gesamtes Buch als Volltext (: , 8784 kByte; : 2021-03-21) | |
Steps Toward Computing for Everyone: Artikel als Volltext (: , 453 kByte) | |
The Challenges of Learning Programming: Artikel als Volltext (: , 131 kByte) | |
What Does Computing for Everyone Mean?: Artikel als Volltext (: , 148 kByte) |
Bibliographisches
Beat und dieses Buch
Beat hat dieses Buch während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben.