Simone Opel & Torsten Brinda
"
Computer Science in Context
" and "
Learning Fields
" in
Vocational Computer Science Education –
Agenda
1. Motivation
2. Criteria-Orientated Comparison
3. Results of Comparison
4. Proposed General Model for Contextualised
Computer Science Education
General secondary education:
General secondary education:
• CS as non-mandatory school subject in most federal
states of Germany
• Curricular concepts and contents depend on the
respective federal state
•
Common aim:
Education for attending
university
(grammar
school) or
vocational education
(general/
intermediate sec. school)
• Competence-based and output-orientated curricula
• No descriptions of or demands for teaching methods
or didactical approaches
Vocational schools of the “dual
vocational education system”:
Vocational schools of the “dual
vocational education system”:
• Part of mandatory secondary school system
• Several professions in computer science e.g.
computer specialists
• Aims:
• Gaining theoretical skills and knowledge about
their profession
• Acquiring a deep knowledge in all technologies of
the training company
• Preparing the students for the challenges of their
profession and lifelong learning
• The curriculum
• Consists of learning fields
• Describes outcomes of learning processes
•
Demands activity-orientated teaching methods
CSiC and LFCS –
Two Contextualised Approaches
Computer Science in
Context (CSiC)
Computer Science in
Context (CSiC)
• General education
• Contexts from everyday
life of the students
Learning Field-orientated
Computer Science
Education (LFCS)
Learning Field-orientated
Computer Science
Education (LFCS)
• Vocational Education
• Contexts from
professional life of the
students
Common Aspects
Common Aspects
• Principle of contextualisation
• Current lack of high-quality teaching units
Goal
Goal
• Combining both approaches to benefit from each other
•
Developing the requirements for a general model of contextualised
computer science education
A Criteria-Orientated Comparison
Neces
sar
y
Asp
ects
Neces
sar
y
Asp
ects
Examination of
respective competency
models
Examination of
theoretical approaches
Contextualisation and
transfer into teaching
units
Inclusion of
organisational and
curricular aspects
Examination of
respective competency
models
Examination of
theoretical approaches
Contextualisation and
transfer into teaching
units
Inclusion of
organisational and
curricular aspects
R
esulting Crit
eria
R
esulting Crit
eria
Target group, obligation and
foundation in curriculum
Underlying theoretical
principles and concepts
Underlying competency
model
Orientation on standards
and superordinated aims
Contextualisation of
teaching units
Target group, obligation and
foundation in curriculum
Underlying theoretical
principles and concepts
Underlying competency
model
Orientation on standards
and superordinated aims
Contextualisation of
Results of Comparison - Accordance
Contexts …
• … would lead to a higher
level of motivation and
interest
• … would help to connect
the knowledge to its
application
• … should be
multidi-mensional and
inter-disciplinary
Contexts …
• … would lead to a higher
level of motivation and
interest
• … would help to connect
the knowledge to its
application
• … should be
multidi-mensional and
inter-disciplinary
Development of
material is seen as
a task for teams of
teachers
Development of
material is seen as
a task for teams of
teachers
Different guidelines
and proposals exist,
but could be
improved
Different guidelines
and proposals exist,
but could be
improved
Result of Comparison - Differences
CSiC
LFCS
Target
Group
General
secondary
computer
science
education
Vocational
computer
science
education
Obligation
Voluntary
teaching
concept
Compulso-ry
cur-ricular
concept
Basis for
Contextual-isation
Idea of
situated
cognition
Based on
activity-orientation
Everyday
life or
social
environ-ment
Profession-al life, uses
realistic
working
processes
Underlying Competence Model
Indirectly
based on
cognition-theoretical
model by
Weinert
Based on
action-theoretical
outcome-orientated
competen-cy model
by Roth
Personal
disposition
and
knowl-edge base,
shown as
measura-ble
per-formance
Competen-cy consists
of several
holistic
dimen-sions
Domain-specific
and
output-orientated
Represen-tation of a
hypotheti-cal
define-tion to
classify
students’
action
LFCS has broader theoretical basis
LFCS has broader theoretical basis
Proposed General Model - Requirements
•
Theoretical foundation
Selection of basic concepts of computer science
Systematic selection of relevant topics
Inclusion of existing ideas, standards and
conceptual frameworks from CSE
•
Suitable competency model
Fundamental aspect of the model
Basis: multidimensional structural model with holistic
view on competencies provided by LFCS
Competency levels have to be added following existing staged models
•
Additional elements
Set of criteria for selecting contexts
o
Independent of vocational or general education
o
Supports decision making whether a context is suitable or not
o
Opportunity to expand the set by specialised criteria for vocational or general education
Proposed General Model - Application
•
Main purpose:
Enabling a comprehensible and
theory-based development of
contextualised teaching units
•
Each idea has to be reviewed
Rejection or
Acceptance as suitable for
implementation
•
Guidelines support implementation
process
Definition of the work flow
Offering validation checks
Offering further resources
•
Result:
Conclusion and Outlook
CSiC vs. LFCS
• Both approaches are very different
• Most important common aspect: contextualisation of teaching
CSiC vs. LFCS
• Both approaches are very different
• Most important common aspect: contextualisation of teaching
Definition of the requirements for a theory-based model
has been successful
Definition of the requirements for a theory-based model
has been successful
Next steps:
• Integration into a formal model description
• Evaluation by applying on existing teaching material of both approaches
Next steps:
• Integration into a formal model description
• Evaluation by applying on existing teaching material of both approaches
Extension for higher education is conceivable
Extension for higher education is conceivable
Contact Information
Simone Opel
University of Duisburg-Essen
Didactics of Informatics
Schützenbahn 70, 45127 Essen
Any Questions?
Literature
1. R. Bader. Das Lernfeld-Konzept in den Rahmenlehrplänen (German). Die berufsbildende Schule, 50(7-8):211-213, 1998.
2. R. Bareiss and M. Griss. A story-centered, learn-by-doing approach to software engineering education. In Proceedings of the 39th SIGCSE Technical Symposium on Computer Science Education, SIGCSE '08, pages 221{225, New York, NY, USA, 2008. ACM.
3. H. Beek, P. Binstadt, E. M. Hertle, H.-H. Kremer, P. F. E. Sloane, and A. Zöller. Abschlussbericht. BLK Modellversuch "Neue Unterrichtsstrukturen und Lernkonzepte durch berufliches Lernen in Lernfeldern" NELE (German), 2003.
4. T. Brinda, H. Puhlmann, and C. Schulte. Bridging ict and cs - educational standards for computer science in lower secondary education. In Proceedings of the 2009 Conference on Innovation and Technology in Computer Science Education (ITiCSE'09), pages 288-292, 2009.
5. I. Diethelm and C. Dörge. From context to competencies. In N. Reynolds and M. Turcsanyi-Szabo, editors, Key Competencies in the Knowledge Society, volume 324 of IFIP Advances in Information and Communication Technology, pages 67-77. Springer Berlin Heidelberg, 2010.
6. I. Diethelm, J. Koubek, and H. Witten. IniK - Informatik im Kontext (German). LOG IN, (169/170):97-105, 2011.
7. D. Engbring. Einige Anmerkungen zum Begriff IniK (German). In I. Diethelm, C. Dörge, C. Hildebrandt, and C. Schulte, editors, Proceedings of 6th German Workshop in Primary and Secondary Computing Education, pages 119-124, Bonn, 2010. Köllen.
8. European Commission. Evaluation of the european qualication framework (EQF), 12 2013.
9. M. Fischer and W. Bauer. Competing approaches towards work process orientation in German curriculum development. European journal of vocational training, 40(2007/1):140-157, 2007.
10. Gesellschaft für Informatik (GI). Grundsätze und Standards für die Informatik in der Schule: Bildungsstandards Informatik für die Sekundarstufe I. Number 150/151. Log In, 2008. 11. A. Gramm, M. Hornung, and H. Witten. Email for you (only?): Design and implementation of a context-based learning process on internetworking and cryptography. In
Proceedings of the 7th Workshop in Primary and Secondary Computing Education, WiPSCE '12, pages 116-124, New York, NY, USA, 2012. ACM.
12. H. Gudjons. Handlungsorientiert lehren und lernen. Schüleraktivierung. Selbsttätigkeit. Projektarbeit (German). Klinkhardt, Bad Heilbrunn, 6nd edition, 2000.
13. J. Koubek, C. Schulte, P. Schulze, and H. Witten. Informatik im Kontext. ein integratives Unterrichtskonzept für den Informatikunterricht (German). In B. Körber, editor, Proceedings of the 2009 German Conference on Informatics and Schools (INFOS 2009), pages 268-279, Bonn, 2009. Köllen.
14. H. Kremer and P. Sloane. Lernfelder Implementieren (German). Eusl, Paderborn, 2001.
15. D. B. Larkins, J. C. Moore, L. J. Rubbo, and L. R. Covington. Application of the cognitive apprenticeship framework to a middle school robotics camp. In Proceeding of the 44th ACM Technical Symposium on Computer Science Education, SIGCSE '13, pages 89-94, New York, NY, USA, 2013. ACM.
Literature
16. B. Linck, L. Ohrndorf, S. Schubert, P. Stechert, J. Magenheim, W. Nelles, J. Neugebauer, and N. Schaper. Competence model for informatics modelling and system comprehension. In Global Engineering Education Conference, Berlin, 2013.
17. A. Maschmann. Zur Umsetzung des Lernfeld-Konzepts im Kontext fächersystematischer Schulorganisation (German). lernen & lehren, (2):64-70, 2013.
18. Ministerium für Schule und Weiterbildung des Landes Nordrhein-Westfalen. Kernlehrplan für die Sekundarstufe II Gymnasium / Gesamtschule (German), 2013.
19. S. Opel and T. Brinda. Learning Fields in Vocational IT Education - How Teachers Interpret the Concept. In I. Diethelm and R. T. Mittermeir, editors, ISSEP 2013, LNCS 7780), pages 147-158, Heidelberg, 2013. Springer.
20. S. Opel, A. Höp, and T. Brinda. Practical implementation of learning elds in vocational it/cs education - a guideline on designing learning situations. In M. Caspersen, R. Romeike, and M. Knobelsdorf, editors, Proceedings of 8th Workshop in Primary and Secondary Computing Education (WiPSCE 2013), New York, NY, USA, 2013. ACM.
21. I. Parchmann, C. Gräsel, A. Baer, P. Nentwig, R. Demuth, B. Ralle, and the ChiK Projekt Group. Chemie im Kontext - a symbiotic implementation of a context-based teaching and learning approach. International Journal of Science Education, 28(9), 2006.
22. A. Riedl and A. Schelten. Handlungsorientiertes lernen in technischen Lernfeldern (German). In R. Bader and P. Sloane, editors, Lernen in Lernfeldern. Theoretische Analysen und Gestaltungsansätze zum Lernfeldkonzept, pages 155-164, Markt Schwaben, 2000. Eusl.
23. H. Roth. Pädagogische Anthropologie (German). Schroedel, Hannover, 1971.
24. H. Schecker and I. Parchmann. Standards and competence models: The German situation, chapter 8. Waxmann, Mnster, 2007.
25. Sekretariat der ständigen Konferenz der Länder in der Bundesrepublik Deutschland. Handreichung für die Erarbeitung von Rahmenlehrplänen der Kultusministerkonferenz für den berufsbezogenen Unterricht in der Berufsschule und ihre Abstimmung mit Ausbildungsordnungen des Bundes für anerkannte Ausbildungsberufe (German), 2011.
26. SELUBA. Modellversuch "Steigerung der Effizienz neuer Lernkonzepte und Unterrichtsmethoden in der dualen Berufsausbildung": Abschlussbericht zum Modellversuch SELUBA, 2002.
27. P. Sloane. Lernfelder als curriculare Vorgabe (German), pages 187-203. Schneider Verlag, Hohengehren, 2001.
28. P. F. E. Sloane. Bildungsstandards in der beruflichen Bildung - Wirkungssteuerung beruflicher Bildung (German). Eusl, Paderborn, 2007.
29. Staatsinstitut für Schulqualität und Bildungsforschung. Lehrplanrichtlinie für die Berufsschule. Fachklassen: Fachinformatiker/Fachinformatikerin (German), 30. I. Starruß. Synopse zum Informatikunterricht in Deutschland (German). Master's thesis, Technische Universität Dresden, Dresden, 2010.
31. A. Vihavainen, M. Paksula, M. Luukkainen, and J. Kurhila. Extreme apprenticeship method: Key practices and upward scalability. In Proceedings of the 16th Annual Joint Conference on Innovation and Technology in Computer Science Education, ITiCSE '11, pages 273-277, New York, NY, USA, 2011. ACM.
