Computer Science Education

Übertragbarkeit singulärer MINT-Interesse-initiierender außerschulischer Maßnahmen

philipp — Mon, 17 Aug 2020 12:13:16 +0000

Übertragbarkeit singulärer MINT-Interesse-initiierender außerschulischer Maßnahmen philipp Mon, 08/17/2020 - 14:13

Abstract

In diesem Artikel wird die Auswertung einer singulärenInformatik-und Technikinteresse-initiierenden Maßnahme geschildert. Dabei werden als maßgebliche Einflussfaktoren das Selbstkonzept, die Selbsteinschätzung, die Expertise im Umgang mit Technik und die Zukunftsperspektive im Informatik und naturwissenschaftlichen Bereich untersucht.Die Ergebnisse zeigen weder einen alters- noch einen geschlechtsspezifischen Effekt in der Wirkung des Kurses, jedoch erwartungsgemäß
einen signifikanten Unterschied in der geschlechtsbedingten Prädisposition.
Zur Untersuchung, ob erfolgreiche außerschulische mono-edukative Maßnahmen auch in einem ko-edukativen Klassenverband gleiche Ergebnisse erzielen können, haben wir im zweitenSchritt eine kontrollierte Studie mit Schulklassen der Region Aachen durchgeführt. Durch dieseZufallsstichprobe können Alterseffekte oder ein Effekt durch die freiwillige Teilnahme am Kurs minimiert werden.Die Ergebnisse zeigen, dass erfolgreiche mono-edukative Workshop- Konzepte auch in einem ko-edukativen Klassenverband vergleichbar wirken.

Leonhardt, T., Brauner, P., Siebert, J., Schroeder, U.: Übertragbarkeit singulärer MINT-Interesse-initiierender außerschulischer Maßnahmen. In: Thomas, M. (ed.) in INFOS 2011, 14. GI-Fachtagung Informatik und Schule, September 2011. pp. 127–136. Gesellschaft für Informatik, Bonn (2011).

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

ScratchTab - Eine Tablet-basierte Anwendung zum Erlernen von Programmierkonzepten

philipp — Mon, 17 Aug 2020 11:37:40 +0000

ScratchTab - Eine Tablet-basierte Anwendung zum Erlernen von Programmierkonzepten philipp Mon, 08/17/2020 - 13:37

Abstract

ScratchTab ist eine mobile und vielseitig einsetzbare Programmierumgebung für Tablet-Geräte. Dieser Artikel stellt die Motivation für eine derartige Programmierumgebung dar, beschreibt die Anforderungen und den Entwicklungsprozess, sowie die Ergebnisse einer Nutzerstudie mit Programmierneulingen. Die Ergebnisse der Nutzerstudie zeigen, dass eine derartige mobile Programmierumgebung einerseits das Interesse steigert, sich mit Comuterprogrammierung zu beschäftigen und andererseits die Sensoren und Aktuatoren eines Tablet-Gerätes neue, vielfältige Einsatzszenarien in der Programmierausbildung bieten.

Brauner, P., Thüs, H., Schroeder, U., Ziefle, M.: ScratchTab - Eine Tablet-basierte Anwendung zum Erlernen von Programmierkonzepten. In: Proceedings of the Workshop on Mobile Learning, DeLFI 2012. pp. 15–22. , Hagen, Germany (2012).

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From Boring to Scoring – A Collaborative Serious Game for Learning and Practicing Mathematical Logic for Computer Science Education

philipp — Mon, 17 Aug 2020 11:31:04 +0000

From Boring to Scoring – A Collaborative Serious Game for Learning and Practicing Mathematical Logic for Computer Science Education philipp Mon, 08/17/2020 - 13:31

Abstract

In this study, we address the problem of low retention and high dropout rates of computer science university students in early semesters of the studies. Complex and high abstract mathematical learning materials have been identified as one reason for the dropout rate. In order to support the understanding and practicing of core mathematical concepts, we developed a game-based multitouch learning environment in which the need for a suitable learning environment for mathematical logic was combined with the ability to train cooperation and collaboration in a learning scenario. As application domain, the field of mathematical logic had been chosen. The development process was accomplished along three steps: First, ethnographic interviews were run with 12 students of computer science revealing typical problems with mathematical logic. Second, a multitouch learning environment was developed. The game consists of multiple learning and playing modes in which teams of students can collaborate or compete against each other. Finally, a twofold evaluation of the environment was carried out (user study and cognitive walk-through). Overall, the evaluation showed that the game environment was easy to use and rated as helpful: The chosen approach of a multiplayer game supporting competition, collaboration, and cooperation is perceived as motivating and ?fun.? In this study, we address the problem of low retention and high dropout rates of computer science university students in early semesters of the studies. Complex and high abstract mathematical learning materials have been identified as one reason for the dropout rate. In order to support the understanding and practicing of core mathematical concepts, we developed a game-based multitouch learning environment in which the need for a suitable learning environment for mathematical logic was combined with the ability to train cooperation and collaboration in a learning scenario. As application domain, the field of mathematical logic had been chosen. The development process was accomplished along three steps: First, ethnographic interviews were run with 12 students of computer science revealing typical problems with mathematical logic. Second, a multitouch learning environment was developed. The game consists of multiple learning and playing modes in which teams of students can collaborate or compete against each other. Finally, a twofold evaluation of the environment was carried out (user study and cognitive walk-through). Overall, the evaluation showed that the game environment was easy to use and rated as helpful: The chosen approach of a multiplayer game supporting competition, collaboration, and cooperation is perceived as motivating and "fun".

Schäfer, A., Holz, J., Leonhardt, T., Schroeder, U., Brauner, P., Ziefle, M.: From Boring to Scoring – A Collaborative Serious Game for Learning and Practicing Mathematical Logic for Computer Science Education. Comput. Sci. Educ. 23, 87–111 (2013).

DOI

http://dx.doi.org/10.1080/08993408.2013.778040

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

Preliminary Findings of a Gender and Diversity Screening at a Technical University: Impressions of the Project “IGaDtools4MINT”

philipp — Mon, 17 Aug 2020 11:24:55 +0000

Preliminary Findings of a Gender and Diversity Screening at a Technical University: Impressions of the Project “IGaDtools4MINT” philipp Mon, 08/17/2020 - 13:24

Abstract

In the paper at hand the project design of “IGaDtools4MINT”, a research project aiming to promote gender and diversity aspects as well as an opening of the faculty culture of computer science, is introduced. A first approximation on the reasons why women tend to study computer science and other MINT/STEM-subjects far less often than men will be given. Moreover, results of an initial survey of first semester students of computer science and impressions of a qualitative participant observation of different introductory courses of computer science at RWTH Aachen University are interpreted and discussed. The results of the evaluation allow for the assumption that efforts for the creation of a gender and diversity friendly environment which is a basic factor for the attraction of non-traditional, diverse students are visible but that these efforts to a large extent lack a coherent strategy and gender and diversity sensitivity to contribute to a sustainable structural and cultural change process within the department of computer science.

Apel, R., Berg, T., Holz, J., Brauner, P., Schroeder, U., Leicht-Scholten, C.: Preliminary Findings of a Gender and Diversity Screening at a Technical University: Impressions of the Project “IGaDtools4MINT” In: Heiß, H.-U., Pepper, P., Schlingloff, H., and Schneider, J. (eds.) Proceedings Informatik 2011 - Informatik schafft Communities 04.-07. Oktober 2011. p. 369. Köllen, Gesellschaft für Informatik (2011).

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

Simulating LEGO Mindstorm Robots to Facilitate Teaching Computer Programming to School Students

philipp — Mon, 17 Aug 2020 11:05:17 +0000

Simulating LEGO Mindstorm Robots to Facilitate Teaching Computer Programming to School Students philipp Mon, 08/17/2020 - 13:05

Abstract

Programmable robots like Lego Mindstorms have proven to be an effective mediator to teach computer programming to school children. Therefore several projects that aim at increasing the interest in computer programming and computer science in general use robots as a cornerstone in their course concepts. Handing out robotic kits to the school students who have participated in the courses is not feasible, thus the learning content cannot be repeated and enhanced at home. We developed a flexible multi-user simulation environment for LEGO Mindstorms NXT robots which is closely integrated into our pedagogical teaching scenarios. User tests show that this environment can be successfully used to increase the long-term outreach of our courses. © 2011 Springer-Verlag Berlin Heidelberg.

Kammer, T., Brauner, P., Leonhardt, T., Schroeder, U.: Simulating LEGO Mindstorm Robots to Facilitate Teaching Computer Programming to School Students. In: Delgado Kloos, C. (ed.) Proceedings of the 6th European Conference on Technology Enhanced Learning (EC-TEL 2011), LNCS 6964. pp. 196–209. Springer Cham.

DOI

https://doi.org/10.1007/978-3-642-23985-4_16

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The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders

philipp — Mon, 17 Aug 2020 10:51:10 +0000

The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders philipp Mon, 08/17/2020 - 12:51

Abstract

This study compares the effect of using tangible robots to using visual representations for introducing seventh graders (12 to 13 year old) to computer programming. The impact was measured on learning outcome, self-efficacy, class feedback and attitudes towards STEM (science, technology, engeneering and mathematics) topics. Results show that using robots to learn computer program- ming is beneficial, although no overall effect towards STEM topics could be shown. A huge gender gap in regard to subjective technical competence (STC) was found that negatively affected the participants’ performance. We provide approaches to leverage this gap and increase learning outcome and interest in STEM topics.

Brauner, P., Leonhardt, T., Ziefle, M., Schroeder, U.: The Effect of Tangible Artifacts, Gender and Subjective Technical Competence on Teaching Programming to Seventh Graders. In: Hromkovic, J., Královiè, R., and Vahrenhold, J. (eds.) Proceedings of the 4th International Conference on Informatics in Secondary Schools (ISSEP 2010), LNCS 5941. pp. 61–71. Springer-Verlag Berlin Heidelberg, Zurich, Switzerland (2010).

DOI

https://doi.org/10.1007/978-3-642-11376-5_7

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

Podcastproduktion als kollaborativer Zugang zur theoretischen Informatik

philipp — Mon, 17 Aug 2020 10:43:40 +0000

Podcastproduktion als kollaborativer Zugang zur theoretischen Informatik philipp Mon, 08/17/2020 - 12:43

Abstract

Video-Podcasts und im speziellenWissenschaftsfilme als Lehr- und Lernge- genstand bieten vielseitige M¨oglichkeiten zur vereinfachten und verst¨andlichen Darstel- lung von wissenschaftlichen Inhalten. Videos im Allgemeinen erfreuen sich großer Popularit¨at unter Jugendlichen. Der Erfolg solcher Medien mit wissenschaftlichen Inhalten h¨angt stark davon ab, ob die Jugendliche die Darstellung altersgerecht und ansprechend finden. Wir m¨ochten dies erreichen, indem wir Jugendliche in die Erstel- lung solcher Filme einbeziehen. In einer f¨unft¨agigen universit¨aren Veranstaltung zur Information von Sch¨ulerin- nen und Sch¨ulern ab der zehnten Jahrgangsstufe uber¨
das Studium der Informatik
wurden in mehreren Kleingruppen verschiedene modulare Themen aus dem theoretis- chen Bereich der Verifikation erarbeitet. Mit der so erlangten Expertise erstellten die Teilnehmenden ein Video-Podcast um ein realit¨atsnahes Bild des Informatikstudiums zu vermitteln. Die Evaluierung der Veranstaltung zeigt den Erfolg und Einsetzbarkeit dieser Ansatz zur Wissensvermittlung.

Ábrahám, E., Jansen, N., Loup, U., Brauner, P., Leonhardt, T., Schroeder, U.: Podcastproduktion als kollaborativer Zugang zur theoretischen Informatik. In: Schwill, A. and Apostolopoulos, N. (eds.) Lernen im digitalen Zeitalter - DeLFI 2010, die 8. E-Learning-Fachtagung Informatik der Gesellschaft für Informatik e.V. pp. 239–251. GI (2010).

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

Konzeption, Entwicklung und Analyse eines greifbaren Turtles in Hinblick auf die Steigerung der Computerselbstwirksamkeit von Schülerinnen und Schülern

philipp — Sun, 16 Aug 2020 09:35:51 +0000

Konzeption, Entwicklung und Analyse eines greifbaren Turtles in Hinblick auf die Steigerung der Computerselbstwirksamkeit von Schülerinnen und Schülern philipp Sun, 08/16/2020 - 11:35

Abstract

This thesis investigates the effect of using a tangible turtle (LEGO Mindstorms robot) in contrast to a visual representation for introducing pupils to computer programming.
Its impact was measured on a newly constructed computer programming self-efficacy scale, class feedback, learning outcome, and attitude towards STEM topics.
Results show that a tangible turtle is indeed useful and increases learning outcome and attitude towards programming, although no overall effect towards STEM topics could be proven. The self-efficacy scale provides some form of validity but will need further refinements.
This work presented here has profound implications for future studies as a huge gender gap in regard to the locus of control when interacting with technology was found that negatively affected the participants performance. Further studies should therefore focus on increasing the locus of control when interacting with technology.

Brauner, P.: Konzeption, Entwicklung und Analyse eines greifbaren Turtles in Hinblick auf die Steigerung der Computerselbstwirksamkeit von Schülerinnen und Schülern, Diplomarbeit, RWTH Aachen (2009).

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Didactical approaches to raise interest in STEM & G&D computer science curriculum

Gender Influences On School Students’ Mental Models of Computer Science — A Quantitative Rich Picture Analysis with Sixth Graders

philipp — Wed, 04 Apr 2018 16:23:16 +0000

Gender Influences On School Students’ Mental Models of Computer Science — A Quantitative Rich Picture Analysis with Sixth Graders philipp Wed, 04/04/2018 - 18:23

Abstract

Despite great efforts, women are underrepresented in computer science and other science, technology, engineering, and mathematics disciplines. To understand the root of this we studied 112 high school students (51 female, 61 male) aged between 10 to 13 years. The questionnaire-based survey revealed a significant effect of gender on technical self-efficacy and on interest in computer science. Furthermore, we extracted the students’ mental models by letting them draw computer scientists. A rich picture analysis revealed significant effects of gender on the stereotypicality of the images. The gender gap revealed by this multi-method approach influences students’ career decisions and yields in declining participation of women in STEM. Consequently, future measures must focus on school students at an earlier age. These should be offering a variety of male and female role models and should strengthen the individual’s technical self-efficacy, as it profoundly impacts later career decisions.

Brauner, P., Leonhardt, T., Schroeder, U., Ziefle, M., Bergner, N., Ziegler, B.: Gender Influences On School Students’ Mental Models of Computer Science – A Quantitative Rich Picture Analysis with Sixth Graders. In: GenderIT ’18 Proceedings of the 4th Conference on Gender & IT. pp. 113–122. ACM New York, NY, USA (2018).

DOI

https://doi.org/10.1145/3196839.3196857

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