Students, teachers and phenomena: educational reconstruction for computer science education
Students, teachers and phenomena: educational reconstruction for computer science education
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学生、教师和现象：计算机科学教育的教育重构
DOI：
10.1145/2401796.2401823
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Robert Klaus
中科院分区：
文献类型：
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作者：
I. Diethelm;Peter Hubwieser;Robert Klaus
基于Kattmann等人1997年提出的科学教育的教育重构模型，我们推导出了一个具体的计算机科学课程设计和开发框架。我们提出并解释了这个框架是根据学校计算机科学的具体目标，知识结构和教学方法构建的。这一框架是围绕着合适的“真实的世界现象”的教学背景的意义。因此，它可以作为一个路线图，为“CS在上下文”的方法，以及其他教学方法的CS在学校。为了验证这一框架，我们进行了一些实证研究，以提出和测试合适的方法，实证调查和验证我们的框架的主要工作步骤。为此，我们进行了一项调查，调查哪些信息技术现象会特别有趣的学生。此外，我们要求大约100名学生描述他们对计算机病毒的功能和原理的概念和信念，作为学生对一种现象的概念的例子。
Based on the model of Educational reconstruction that was proposed by Kattmann et al. for Science Education in 1997, we derived a specific framework for the design and development of lessons in Computer Science (CS). We present and explain this framework that is constructed according to the specific goals, knowledge structures and teaching methods of Computer Science at schools. This framework is arranged around suitable "real world phenomena" in the sense of a teaching context. Thus, it may be applied as a road map for the "CS in context" approach as well as to other teaching approaches for CS at school. In order to validate this framework, we have conducted some empirical research in order to propose and test suitable methods for the empirical investigation and validation of the main working steps of our framework. For this purpose, we have conducted a survey that investigated which IT-phenomena would be particular interesting for students. Additionally, we asked about 100 students to describe their conceptions and beliefs about the functions and principles of computer viruses as an example for students' conceptions of a phenomenon.