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

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":"88 1","pages":"0"},"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

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

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":"82 1","pages":"0"},"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

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

Developing deeper self-directed learning in database design: Factors that influence knowledge transfer 在数据库设计中发展更深层次的自主学习:影响知识转移的因素

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556873

S. V. Zyl, E. Mentz

引用次数: 0

Comparing Teachers’ and Preservice Teachers’ Opinions on Teaching Methods in Computer Science Education 计算机科学教育中教师与职前教师对教学方法的看法比较

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556866

A. Dengel, Rupert Gehrlein

{"title":"Comparing Teachers’ and Preservice Teachers’ Opinions on Teaching Methods in Computer Science Education","authors":"A. Dengel, Rupert Gehrlein","doi":"10.1145/3556787.3556866","DOIUrl":"https://doi.org/10.1145/3556787.3556866","url":null,"abstract":"Teaching methods are a variety of pedagogical approaches that can be used by teachers to enable student learning in the classroom. While the efficiency of these methods largely depends on the characteristics of the individual learners and the classroom dynamics, the characteristics of the teachers and their opinions towards these methods determine the actual integration in the classroom. But an appropriate judgment on the suitability of these methods for different teaching situations needs years of practice, which is why preservice teachers’ opinions towards using these methods might differ from other teachers’ experiences. To address this mismatch in Computer Science Teacher Education, we replicated a study by Zendler et al. with 16 preservice teachers and compare the results in this article. Results indicate that preservice teachers have a more generally positive opinion towards the use of teaching methods in specific learning phases than experienced teachers, but also a lower range of preferences. Problem-based learning was found to be the best-ranked method for both, preservice and experienced teachers, while other methods’ evaluations differ. In particular, preservice teachers also prefer project work and programmed instruction. We conclude that teaching methods should be a part of Computer Science Teacher Education, not just in theory, but also in practice.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126314819","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: 2