Proceedings of the 17th Workshop in Primary and Secondary Computing Education最新文献_第2页

Quantifying the Corona Effect: How much the pandemic-induced switch from face-to-face to online teaching increased students' self-efficacy – a practical report. 量化冠状效应:大流行导致的从面对面教学到在线教学的转变在多大程度上提高了学生的自我效能感——一份实用报告。

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556865

Nicolas Fahrni, A. Repenning

{"title":"Quantifying the Corona Effect: How much the pandemic-induced switch from face-to-face to online teaching increased students' self-efficacy – a practical report.","authors":"Nicolas Fahrni, A. Repenning","doi":"10.1145/3556787.3556865","DOIUrl":"https://doi.org/10.1145/3556787.3556865","url":null,"abstract":"This practical report explores the impact of forced learning design changes due to the Corona pandemic. At the School of Education Northwestern Switzerland over 2000 K-6 pre-service elementary school teachers got educated in computer science and computer science education over the last five years employing a learning design evolved through a Design Based Implementation Research (DBIR) approach. Assessing efficacy of the course through effect sizes the 2019 courses have served as pre-Corona baseline. Changing hastily in 2020 to online learning dramatically shifted the learning design in ways not initially anticipated in the DBIR process. Collaborative face-to-face (f2f) learning activities got replaced with individual online learning. Employing effect sizes has allowed us to quantify a Corona effect by comparing self-efficacy measures before Corona and during Corona. While there where only small effect sizes (0.5 > Cohen's d ≥ 0.2) all these small effects were positive suggesting that the individual/online seminar worked slightly better than the collaborative/f2f seminar. The report highlights the most important changes to the learning design and compares 2019 with 2020 using effect sizes. For the most part the report can only speculate about the most relevant factors in the design change resulting in the unexpected overall improvement of course efficacy. It could be the shift from collaborative to individual practices, the mandatory peer feedbacks, or the online learning situation.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131111523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

”Roteco” - a Swiss teacher community for educational robotics “Roteco”——瑞士教育机器人教师社区

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556808

Dorit Assaf, Sophia Reyes Mury, Lucio Negrini, Melissa Skweres

引用次数: 0

BYTE Challenge - from competition to STEM platform BYTE挑战赛-从竞赛到STEM平台

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556863

Clarissa Sabrina Arlinghaus, Stefan Hildebrand, Carol Neumann

{"title":"BYTE Challenge - from competition to STEM platform","authors":"Clarissa Sabrina Arlinghaus, Stefan Hildebrand, Carol Neumann","doi":"10.1145/3556787.3556863","DOIUrl":"https://doi.org/10.1145/3556787.3556863","url":null,"abstract":"The BYTE Challenge is a project of the Gesellschaft für Informatik e.V. (German Informatics Society) which was held for the first time from March to June 2021 as a Computer Science competition for students from all over Germany. More than 800 students from grades 6 to 10 from over 80 schools participated. This report describes the exploratory evaluation of BYTE’21 and gives an outlook for BYTE’22: BYTE courses are equally feasible at preparatory high schools (Gymnasium) and other secondary schools (Oberschule), whereas the results reflect interindividual differences in performance. The course materials is suitable for students of all school types starting from the age of 10. Heterogeneous prior knowledge is balanced out by the course materials. Most participants were able to complete the courses well, found the topics interesting and the difficulty appropriate. The courses on artificial intelligence and game design were particularly popular. Registrations of entire classes are in great demand. Results, feedback and experience were used to expand the challenge into a permanent STEM platform in 2022 for individual pupils and entire school classes.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122689596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Addressing challenges of constructionist modeling of adaptive systems 解决自适应系统的建构主义建模的挑战

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556870

Uwe Lorenz, R. Romeike

引用次数: 0

Grasping the Concept of Decentralized Systems for Instant Messaging 掌握分散式即时通讯系统的概念

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556864

Luisa Gebhardt, M. Leinweber, F. Jacob, H. Hartenstein

引用次数: 1

Teaching Mathematical Modeling with Computing Technology: Presentation of a Course based on Evacuations 运用计算技术进行数学建模教学:以疏散为基础的课程介绍

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556802

André Greubel, Hans-Stefan Siller, Stefan Ruzika, Lynn Knippertz

{"title":"Teaching Mathematical Modeling with Computing Technology: Presentation of a Course based on Evacuations","authors":"André Greubel, Hans-Stefan Siller, Stefan Ruzika, Lynn Knippertz","doi":"10.1145/3556787.3556802","DOIUrl":"https://doi.org/10.1145/3556787.3556802","url":null,"abstract":"Mathematical modeling is considered a crucial skills, both in modern life and STEM education. Prior research has identified the relevance of working on complex and authentic modelings problems in education. However, up to this point, little of the courses proposed in this area explicitly focus on the role of comprehensive computing technology during mathematical modeling. We bridge this gap by presenting a design and ready-to-use technology for an interdisciplinary course that introduces students to mathematical modeling of complex systems with comprehensive technology. In the course, students are introduced to grid automatons as basic computing model. Furthermore, they can increase their knowledge of mathematical modeling and algorithmic thinking. In this paper, we develop a didactic structure for such a course and present educational technology developed to support this structure. The structure itself consists of three simulation environments and is based on the following problem: “How can we estimate the time it takes to evacuate our school (without an experiment)?”. We describe the structure of the course and the simulation environments in more details and outline potential exercises for such a course.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133867580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Brief Summary of Existing Research on Students’ Conceptions of AI 学生人工智能概念研究现状综述

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556872

Erik Marx, Thiemo Leonhardt, Nadine Bergner

引用次数: 4

A Model for Infusing Computational Thinking Skills at Teacher Colleges in a Developing Country 发展中国家师范院校计算机思维能力培养模式

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556869

J. Simmonds, F. Gutiérrez, N. Hitschfeld-Kahler, Catalina Torrent, Cecilia Casanova, Sebastián Toro-Guajardo, Valentín Muñoz

引用次数: 0

Beliefs and Expectations of Primary Student Teachers in Informatics 信息学小学生教师的信念与期望

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556868

B. Spieler, Tobias M. Schifferle, Tobias Berner

引用次数: 0

Designing a Research Approach to Investigate Computer Science Student Teachers’ Beliefs on AI in School 设计一种调查学校计算机科学专业学生教师对人工智能信念的研究方法

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556812

Gia Minh Vo, Alexander Best, Nils Pancratz

引用次数: 0