Understanding of informatics systems: a theoretical framework implying levels of competence

Abstract

Informatics education is concerned with how learners make sense of computational processes and devices in secondary institutions. In this article, we describe a learner-centred cognitive approach to informatics system comprehension for upper secondary education. It is part of a broader research study initiated by experience in first year informatics (CS 1) education at university level. The approach is based on object-oriented design patterns as knowledge representation carrying networked fundamental ideas of informatics and supporting the learning process. We develop a framework for informatics system comprehension consisting of three dimensions, namely learners' competencies (the learner), principles of informatics systems (Informatics) and knowledge representation (Didactics of Informatics). We conclude by describing means to achieve different levels of competence for informatics system comprehension and assign learners' activities to every level of competence.