Teaching How to Teach Computational ThinkingAnna Lamprou, Alexander Repenning
Erstpublikation in: ITiCSE 2018 Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education Pages 69-74
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Zusammenfassungen
Switzerland, a highly affluent, but in terms of K-12 CSEd
somewhat conservative country, has made a bold movement
which may lead to the successful crossing of the CSEd chasm
(Fig. 1). With the introduction of Lehrplan 21, the new common
curriculum for compulsory education in the 21 German-speaking
states, CS will be introduced into the Swiss elementary schools
starting from the first grade. In anticipation of the changes
imposed by the new educational framework, Switzerland is
radically shifting its strategy by introducing mandatory preservice
teacher CSEd starting at the elementary school level. The
term pre-service teacher refers to the undergraduate students
who study to become primary level teachers. Following from
that, since September of 2017, the School of Education of
Northwestern Switzerland (PH FHNW), requires its students
(pre-service teachers), to take a mandatory CSEd course in order
to be able to graduate and teach. In order to find out how
effective the course was we conducted a study collecting both
qualitative and quantitative data from more than 600 students
that took the course. This paper presents the philosophy of the
course and discusses initial findings from the study. Our results
show that even though pre-service teachers can easily learn
basic programming, the question about learning CT still remains
open.
Von Anna Lamprou, Alexander Repenning im Text Teaching How to Teach Computational Thinking (2018) Computational Thinking1 is argued to be an essential skill for the
workforce of the 21st century. As a skill, Computational
Thinking should be taught in all schools, employing
computational ideas integrated into other disciplines. Up until
now, questions about how Computational Thinking can be
effectively taught have been underexplored preventing efforts to
cross the large gap between early adopters and the early
majority, conceptualized as the Computer Science Education
chasm. A promising strategy to cross the chasm is underway in
Switzerland. Switzerland recently introduced a national
curriculum, called Lehrplan 21, mandating Computer Science
Education. This mandate requires the Computer Science
education of elementary and middle school students. In 2017, the
School of Education of Northwestern Switzerland (PH FHNW),
introduced a mandatory pre-service teacher Computer Science
Education course, to satisfy this mandate. All the PH FHNW
students who study to become elementary school teachers must
pass this two-semester course. The first part of this course was
taught for the first time in fall of 2017. This paper presents the
philosophy of this course and an initial analysis of both
qualitative data capturing the students’ perceptions of
Computational Thinking and quantitative data describing shifts
in students’ skills and attitudes as effect sizes. The data suggest
that it is possible to teach a basic understanding of programming
to non-self-selected pre-service elementary school teachers.
Von Anna Lamprou, Alexander Repenning im Text Teaching How to Teach Computational Thinking (2018) Dieses Konferenz-Paper erwähnt ...
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Nicht erwähnte Begriffe | Bildung, blockbasierte Programmierumgebungen, Digitalisierung, Informatik-Didaktik, Informatikunterricht in der Schule, innovator, Kinder, laggard, late majority, Lernen, Metaanalyse, Unterricht |
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5 Erwähnungen
- Informatik für alle - 18. GI-Fachtagung Informatik und Schule (Arno Pasternak) (2019)
- ITiCSE 2019 - Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019 (Bruce Scharlau, Roger McDermott, Arnold Pears, Mihaela Sabin) (2019)
- Making Computer Science Education Mandatory - Exploring a Demographic Shift in Switzerland (Alexander Repenning, Anna Lamprou, Serge Petralito, Ashok R. Basawapatna) (2019)
- Auf dem Weg zu einer gendergerechten Informatikdidaktik - Einstellungen und Erfahrungen von Lehrpersonen auf verschiedenen Stufen des schweizerischen Bildungssystems (Jessica Bollag, Caroline Bühler, Isabelle Clerc, Mira Ducommun, Sonja Schär) (2021)
- WiPSCE '22 - The 17th Workshop in Primary and Secondary Computing Education, Morschach, Switzerland, 31 October 2022 - 2 November 2022 (Mareen Grillenberger, Marc Berges) (2022)
- A Model for Infusing Computational Thinking Skills at Teacher Colleges in a Developing Country (Jocelyn Simmonds, Francisco J. Gutierrez, Nancy Hitschfeld, Catalina Torrent, Cecilia Casanova, Sebastián Toro-Guajardo, Valentín Muñoz) (2022)
- 11. Quantifying the Corona Effect - How much the pandemic-induced switch from face-to-face to online teaching increased students' self-efficacy - a practical report (Nicolas Fahrni, Alexander Repenning) (2022)
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