698 research outputs found
Fallstudien zur unterrichtlichen Einbettung spezieller Aufgabenklassen
No full textAufgrund eines Mangels an geeigneten Lernmaterialien zum OOM in der Sekundarstufe wurde ein „Didaktisches System für OOM“ entwickelt, um diesem zu begegnen. Die System-Komponente „Aufgabenklassen“ dient u.a. dazu, für vielfältige Lehr-Lern-Situationen angemessene Problemstellungen zu entwickeln. Die Einbettung dieser Aufgabenklassen in drei Informatikgrundkurse der Jgst. 11 und 12 wird exemplarisch gezeigt und typische Bearbeitungsstrategien und Probleme der Lernenden mit den entwickelten Aufgaben werden analysiert. Auf der Basis dieser Erkundungsergebnisse werden erste Einschätzungen zu Weiterentwicklungsperspektiven der Aufgabenklassen gezeigt
Modelling Competency in the Field of OOP: From Investigating Computer Science Curricula to Developing Test Items
No full textPart 1: Computer Studies - Developing Practices and Involving StakeholdersInternational audienceIn this paper, we describe the results of a thorough analysis of 44 K12 computer science curricula and standards documents conducted as part of an ongoing research project aiming at the development of a competency structure model and measurement instruments in the field of object-oriented programming (OOP). The curricula analysis builds upon a first model draft derived theoretically from a literature analysis in prior work. The model draft is 4-dimensional and consists of the four competency dimensions (1) OOP knowledge and skills, (2) Mastering representation, (3) Cognitive processes and (4) Metacognitive processes. We used these dimensions and the belonging sub-dimensions as a coding scheme and coded competency facets concerning OOP contained in the curricula and standards documents using the method of qualitative content analysis according to Mayring. This way, we could firstly successfully prove the curricular validity of our model draft and secondly, after a step of paraphrasing the identified competency facets, use these descriptions to initiate the process of item development to operationalize our competency model draft
Stereotypes of Secondary School Students Towards People in Computer Science
No full textPart 2: Learners’ and Teachers’ PerspectivesInternational audienceThough the computer science industry has become more and more important in recent years in Germany and elsewhere, the number of students in IT-related study programs is increasing only slowly. This results in a shortage of skilled IT workforce. Additionally, women are strongly under-represented. A possible cause of these phenomena are stereotypes towards people in computer science. But what image of computer scientists do students at German secondary schools really have? In order to get an overview, 52 upper-secondary school students were surveyed by using an online questionnaire, which included both open-ended and closed questions. The results show that the conceptions are very diverse and individual. However, some characteristics are considered more appropriate than others. For example, many students indicated that people in computer science are intelligent and good at maths and science. Fewer stated that they are team players and have good communication skills. The analysis of subgroups show tendencies that aspects such as gender, previous school experience and interest in computer science, and the personal environment of the students can influence these conceptions
Assessing Engagement of Students with Intellectual Disabilities in Educational Robotics Activities
No full textEngagement is a multi-componential construct, difficult to measure in
its general form as in the typical development but even more in the atypical development. Currently, there are no instruments in the literature to measure engagement in its different dimensions (behavioural, affective, social and cognitive) for students with intellectual disabilities involved in creative robotics activities.With this aim, we tried to apply a survey system based on the triangulation of three ad hoc tools: an observation grid, analysis of verbal productions and a questionnaire. This triple system of application allowed us to understand whether the creative robotics activity proposed to children with intellectual disabilities aroused their interest and involvement, and to what extent
Analyzing students' recontextualization strategies for algorithmic concepts
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209235.pdf (Publisher’s version ) (Open Access)WiPSCE'19:14th Workshop in Primary and Secondary Computing Education, Glasgow, Scotland, Uk — October 23 - 25, 201
Computing Education
No full textArticle Computing Education was published on April 1, 2018 in the journal it - Information Technology (volume 60, issue 2)
A criteria-based approach to modelling the task requirements and student abilities in computer science education
No full textFür das junge Schulfach Informatik existieren meist nicht empirisch sondern fachlich begründete Kompetenzmodelle, die einen Sollzustand beschreiben. Bislang fehlen Ansätze, die den Istzustand modellieren und einen Bezugsrahmen liefern, in dem informatikspezifische Anforderungen von Aufgaben und die korrespondierenden Fähigkeiten von Schülern darstellbar sind. In dieser Arbeit wird eine Methodik erprobt, ein solches Strukturmodell auf empirisch-analytischem Weg zu gewinnen. Das Modell soll sichtbar machen, welche Dimensionen das System kognitiver Anforderungen und Fähigkeiten aufspannen, die charakteristisch für die Informatik in der Sekundarstufe sind.
Als umfangreiches Untersuchungsmaterial stehen die Aufgaben und Schülerantworten des Online-Wettbewerbs Informatik-Biber zur Verfügung, der jährlich mehrere Tausend Teilnehmer aller Schularten und Jahrgangsstufen der Sekundarstufe verzeichnet, Mädchen wie Jungen. Davon ausgehend, dass neben dem Fachinhalt kognitive Kriterien wie der Abstraktionsgrad oder die Lernzielstufe die Aufgabenschwierigkeit bestimmen, wird ein Katalog informatikspezifischer Merkmale erstellt. In einer Expertenbefragung werden die Wettbewerbsaufgaben nach den Merkmalen klassifiziert.
Eine Clusteranalyse der Aufgaben arbeitet vier Typen heraus: Wiedergabe, Verständnis, Anwendung und Problemlösung, die als Anforderungsdimensionen interpretiert werden. Weiter führt die Idee, dass ein Schüler, der etwa abstrakte Aufgaben löst, die Fähigkeit besitzt, mit Abstraktion umzugehen. Die Aufgabenmerkmale werden mit den Antwortmustern der Teilnehmer zu Merkmalsmustern verknüpft. Faktorenanalysen dieser Muster berechnen Faktoren, die als Fähigkeitsdimensionen interpretiert werden. Hier tritt die Datenproblematik zutage, die darin besteht, dass die Merkmale bereits im Aufgabensatz nur in bestimmten Kombinationen vorkommen. Sie sind konfundiert.
So ist das Ergebnis der Aufgabenanalyse ein fundierter Entwurf eines mehrdimensionalen Anforderungsmodells. Der Ertrag aus der Analyse der Schülerantworten und Merkmalsmuster ist zunächst ein Vorgehensbericht, der auch die Konfundierung thematisiert, die die Gültigkeit des Fähigkeitsmodells in Frage stellt. Um die Fähigkeitsdimensionen zu überprüfen, wird ein Leitfaden für weitere Iterationen der Modellentwicklung erstellt, der die gezielte Aufgabenkonstruktion empfiehlt.Most competence models for informatics in secondary education are determined according to the structure of the subject. Therefore they represent the target state. Up to now, models representing the actual state, derived from empirical results, are rarely described. There is a strong need for approaches to describing the actual state in terms of task requirements and student abilities. In this thesis an empirical statistical procedure of developing a structural model is proven. The aim is to visualize the dimensions spanning the system of characteristic cognitive requirements and corresponding abilities relevant in computer science in secondary education.
The German Informatik-Biber is member of an international initiative for the promotion of informatics, addressing students of all types of secondary school, girls and boys. The yearly contest with thousands of participants provides extensive and rich data for the investigation. Assuming that the task difficulty, beneath contents, depends on cognitive characteristics, a catalogue of criteria is specified. Criteria are, for example, the level of abstraction, or Bloom’s taxonomic level of learning goals. The tasks of the Informatik-Biber are classified into criteria categories through expert rating.
A cluster analysis of the classified tasks results in four types: reproduction, comprehension, application, and problem solving. The types are interpreted as four dimensions of task requirements. The idea that someone who is able to solve abstract tasks is capable to deal with abstraction, as an example, leads even further. The criteria and the students’ answer patterns are combined to students’ criteria patterns. Factor analyses result in factors that can be interpreted as dimensions of students’ abilities. At this point a problem of the task set emerges: some criteria cannot be separated from each other because they only occur in certain combinations.
So there are two conclusions. Task analysis results in a multidimensional model of task requirements, while pattern analysis of student answers does not result in a valid model. In fact the outcome is a guideline for continuing iterations of model development, placing emphasis on the construction of tasks, eliminating the problem of confounded variables. The intention is to prove the dimensions of student abilities
How to Implement Computing Education for All – Discussion of Alternative Organisational Models
No full textPart 3: Computer Science Education and Its Future Focus and DevelopmentInternational audienceIn the context of the implementation of computing education for all school students, different implementation models are proposed and discussed: integration of computer science concepts and competencies into existing school subjects, establishment of a separate computing subject, offers of workshops and projects in schools, and out-of-school activities. Within the context of this position paper, the afore-mentioned implementation variants are discussed and evaluated
Entwicklung einer schnellen Pulsformanalyse für asymmetrische AGATA-Germanium-Detektoren
No full textOnTEAM metadata: GDSID: DOC-2007-May-32; Attribute ID: LIBRARY-thesis_diss-2007-005; Title: [GSI Diss 2007-05] Entwicklung einer schnellen Pulsformanalyse für asymmetrische AGATA-Germanium-Detektoren; Author(s): Beck, Torsten; Corporate author(s): ; Publication date: 20070501; Creator: manton; Creation date: 15.05.2007 16:02:12; Change date: 29.10.2008 16:29:34; Access: nur berechtigte Gruppen; Attribute type: Text.Thesis.Diss; Directory path: ['GSI Publications', 'GSI as Publisher']; Attribute path: ['Infrastructure', 'Library and Documentation', 'thesis_diss', 'Added in 2007']; File name(s): ['DOC-2007-May-32-1.pdf']; File title(s): ['']; File access: ['nur berechtigte Gruppen'
Manifolds, sheaves, and cohomology
No full textThis book explains techniques that are essential in almost all branches of modern geometry such as algebraic geometry, complex geometry, or non-archimedian geometry. It uses the most accessible case, real and complex manifolds, as a model. The author especially emphasizes the difference between local and global questions. Cohomology theory of sheaves is introduced and its usage is illustrated by many examples. Content Topological Preliminaries - Algebraic Topological Preliminaries - Sheaves - Manifolds - Local Theory of Manifolds - Lie Groups - Torsors and Non-abelian Cech Cohomology - Bundles - Soft Sheaves - Cohomology of Complexes of Sheaves - Cohomology of Sheaves of Locally Constant Functions - Appendix: Basic Topology, The Language of Categories, Basic Algebra, Homological Algebra, Local Analysis Readership Graduate Students in Mathematics / Master of Science in Mathematics About the Author Prof. Dr. Torsten Wedhorn, Department of Mathematics, Technische Universität Darmstadt, Germany
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