53214
2018
2018
eng
91
101
11
2
60
article
De Gruyter
Berlin
1
2018-03-22
2018-04-25
--
Empowering learners with tools in CS education
In computer science, computer systems are both, objects of investigation and tools that enable creative learning and design. Tools for learning have a long tradition in computer science education. Already in the late 1960s, Papert developed a concept which had an immense impact on the development of informal education in the following years: his theory of constructionism understands learning as a creative process of knowledge construction that is most effective when learners create something purposeful that they can try out, show around, discuss, analyse and receive praise for. By now, there are numerous learning and programming environments that are based on the constructionist ideas. Modern tools offer opportunities for students to learn in motivating ways and gain impressive results in programming games, animations, implementing 3D models or developing interactive objects. This article gives an overview of computer science education research related to tools and media to be used in educational settings. We analyse different types of tools with a special focus on the categorization and development of tools for student adequate physical computing activities in the classroom. Research around the development and evaluation of tools and learning resources in the domain of physical computing is illustrated with the example of "My Interactive Garden", a constructionist learning and programming environment. It is explained how the results from empirical studies are integrated in the continuous development of the learning material.
it - Information Technology
physical computing in secondary schools
10.1515/itit-2017-0032
1611-2776
2196-7032
wos:2018
WOS:000428603700005
Przybylla, M (reprint author), Univ Potsdam, Inst Informat, August Bebel Str 89, D-14482 Potsdam, Germany., przybyll@uni-potsdam.de; ralf.romeike@fau.de
2021-12-17T13:23:47+00:00
sword
importub
filename=package.tar
678004aa8d0ef435768a04e50df9bf03
false
true
Mareen Przybylla
Ralf Romeike
eng
uncontrolled
tools
eng
uncontrolled
media
eng
uncontrolled
resources
eng
uncontrolled
computer science education
eng
uncontrolled
physical computing
Informatik, Informationswissenschaft, allgemeine Werke
Institut für Informatik und Computational Science
Import
8290
2015
eng
351
361
7
article
Universitätsverlag Potsdam
Potsdam
1
--
--
--
Key Competences with Physical Computing
Physical computing covers the design and realization of interactive
objects and installations and allows students to develop concrete,
tangible products of the real world that arise from the learners’
imagination. This way, constructionist learning is raised to a level that
enables students to gain haptic experience and thereby concretizes the
virtual. In this paper the defining characteristics of physical computing
are described. Key competences to be gained with physical computing
will be identified.
KEYCIT 2014 - Key Competencies in Informatics and ICT
1868-0844
2191-1940
urn:nbn:de:kobv:517-opus4-82904
online registration
Mareen Przybylla
Ralf Romeike
eng
uncontrolled
Defining characteristics of physical computing
eng
uncontrolled
key competences in physical computing
eng
uncontrolled
physical computing tools
Datenverarbeitung; Informatik
Institut für Informatik und Computational Science
Open Access
CID (2015) 07
Short Papers
Universität Potsdam
https://publishup.uni-potsdam.de/files/8290/cid07_S351-361.pdf
48924
2019
2019
eng
264
266
3
3
14
other
Vrije Univ.
Bussels
1
--
--
--
Interactive objects in physical computing and their role in the learning process
The target article discusses the question of how educational makerspaces can become places supportive of knowledge construction. This question is too often neglected by people who run makerspaces, as they mostly explain how to use different tools and focus on the creation of a product. In makerspaces, often pupils also engage in physical computing activities and thus in the creation of interactive artifacts containing embedded systems, such as smart shoes or wristbands, plant monitoring systems or drink mixing machines. This offers the opportunity to reflect on teaching physical computing in computer science education, where similarly often the creation of the product is so strongly focused upon that the reflection of the learning process is pushed into the background.
Constructivist foundations
1782-348X
wos:2019
WOS:000475485900009
Przybylla, M (reprint author), Univ Potsdam, Chair Didact Comp Sci, Potsdam, Germany., mareen.przybylla@uni-potsdam.de
2021-01-15T09:05:50+00:00
sword
importub
filename=package.tar
81963bc77424f534cdb099d584268376
false
true
Mareen Przybylla
Informatik, Informationswissenschaft, allgemeine Werke
Institut für Informatik und Computational Science
Import
41833
2018
2018
eng
xvii, 277
doctoralthesis
1
--
--
2018-09-17
From Embedded Systems to Physical Computing: Challenges of the “Digital World” in Secondary Computer Science Education
Von Eingebetteten Systemen zu Physical Computing: Herausforderungen der “Digitalen Welt” in der informatischen Bildung im Sekundarbereich
Physical computing covers the design and realization of interactive objects and installations and allows learners to develop concrete, tangible products of the real world, which arise from their imagination. This can be used in computer science education to provide learners with interesting and motivating access to the different topic areas of the subject in constructionist and creative learning environments. However, if at all, physical computing has so far mostly been taught in afternoon clubs or other extracurricular settings. Thus, for the majority of students so far there are no opportunities to design and create their own interactive objects in regular school lessons.
Despite its increasing popularity also for schools, the topic has not yet been clearly and sufficiently characterized in the context of computer science education. The aim of this doctoral thesis therefore is to clarify physical computing from the perspective of computer science education and to adequately prepare the topic both content-wise and methodologically for secondary school teaching. For this purpose, teaching examples, activities, materials and guidelines for classroom use are developed, implemented and evaluated in schools.
In the theoretical part of the thesis, first the topic is examined from a technical point of view. A structured literature analysis shows that basic concepts used in physical computing can be derived from embedded systems, which are the core of a large field of different application areas and disciplines. Typical methods of physical computing in professional settings are analyzed and, from an educational perspective, elements suitable for computer science teaching in secondary schools are extracted, e. g. tinkering and prototyping. The investigation and classification of suitable tools for school teaching show that microcontrollers and mini computers, often with extensions that greatly facilitate the handling of additional components, are particularly attractive tools for secondary education. Considering the perspectives of science, teachers, students and society, in addition to general design principles, exemplary teaching approaches for school education and suitable learning materials are developed and the design, production and evaluation of a physical computing construction kit suitable for teaching is described.
In the practical part of this thesis, with “My Interactive Garden”, an exemplary approach to integrate physical computing in computer science teaching is tested and evaluated in different courses and refined based on the findings in a design-based research approach. In a series of workshops on physical computing, which is based on a concept for constructionist professional development that is developed specifically for this purpose, teachers are empowered and encouraged to develop and conduct physical computing lessons suitable for their particular classroom settings. Based on their in-class experiences, a process model of physical computing teaching is derived. Interviews with those teachers illustrate that benefits of physical computing, including the tangibility of crafted objects and creativity in the classroom, outweigh possible drawbacks like longer preparation times, technical difficulties or difficult assessment. Hurdles in the classroom are identified and possible solutions discussed.
Empirical investigations in the different settings reveal that “My Interactive Garden” and physical computing in general have a positive impact, among others, on learner motivation, fun and interest in class and perceived competencies.
Finally, the results from all evaluations are combined to evaluate the design principles for physical computing teaching and to provide a perspective on the development of decision-making aids for physical computing activities in school education.
Physical Computing ist die Gestaltung interaktiver Objekte und Installationen und ermöglicht Lernenden, konkrete, greifbare Produkte der realen Welt zu schaffen, die ihrer eigenen Vorstellung entsprechen. Dies kann in der informatischen Bildung genutzt werden, um Lernenden einen interessanten und motivierenden Zugang zu den verschiedenen Themengebieten des Lerngegenstandes in konstruktionistischen und kreativen Lernumgebungen anzubieten. Bisher wurde Physical Computing allerdings, wenn überhaupt, vorrangig in Nachmittagsaktivitäten und anderen extracurricularen Kontexten unterrichtet. Daher hat ein Großteil aller Schülerinnen und Schüler bisher keine Gelegenheit, im Rahmen von Schulunterricht selbst gestalterisch tätig zu werden und interaktive Objekte herzustellen.
Trotz zunehmender Popularität, auch in Schulen, wurde das Thema bisher im Kontext der informatischen Bildung nicht hinreichend klar charakterisiert. Ziel dieser Dissertation ist es daher, Physical Computing aus informatikdidaktischer Sicht zu klären und sowohl inhaltlich als auch methodisch adäquat für den Schulunterricht in den Sekundarstufen aufzubereiten. Dazu werden Unterrichtsbeispiele, -aktivitäten, -materialien und -empfehlungen entwickelt, in Schulen eingesetzt und evaluiert.
Im theoretischen Teil der Arbeit wird das Thema zunächst aus fachlicher Perspektive untersucht. Eine strukturierte Literaturanalyse zeigt, dass grundlegende Konzepte des Physical Computings aus dem Fachgebiet Eingebettete Systeme abgeleitet werden können, welches den Kern diverser Anwendungsgebiete und Disziplinen bildet. Typische Methoden des Physical Computings werden analysiert und geeignete Elemente für den Informatikunterricht der Sekundarstufen werden aus didaktischer Perspektive herausgearbeitet, beispielsweise Tinkering und Prototyping. Bei der Untersuchung und Klassifikation geeigneter Werkzeuge für den Schulunterricht kristallisieren sich Mikrocontroller und Mini-Computer, oft mit Erweiterungen zur deutlichen Vereinfachung der Handhabung zusätzlicher Komponenten, als besonders attraktive Werkzeuge für die Sekundarstufen heraus. Unter Berücksichtigung der Perspektiven der Fachwissenschaft, Lehrer, Schüler und Gesellschaft werden zusätzlich zu allgemeinen Gestaltungsprinzipien auch beispielhafte Unterrichtsansätze für die schulische Bildung und geeignete Lernmaterialien entwickelt und der Entwurf, die Produktion und Evaluation eines für den Unterricht geeigneten Physical-Computing-Baukastens beschrieben.
Im praktischen Teil der Arbeit wird in einem Design-Based-Research-Ansatz mit „My Interactive Garden“ eine beispielhafte Umsetzung von Physical Computing im Informatikunterricht in verschiedenen Kursen getestet, evaluiert und entsprechend der Erkenntnisse überarbeitet. In einer Workshopreihe zum Thema Physical Computing, welche auf einem eigens entwickelten konstruktionistischen Lehrerfortbildungskonzept basiert, werden Lehrer befähigt und ermutigt, für ihre konkreten Unterrichtssituationen geeigneten Physical-Computing-Unterricht zu planen und durchzuführen. Aus ihren Unterrichtserfahrungen wird ein Prozessmodell für Physical-Computing-Unterricht abgeleitet. Interviews mit diesen Lehrern illustrieren, dass Vorteile des Physical Computings, z. B. die Greifbarkeit gebastelter
Objekte und Kreativität im Unterricht, mögliche Nachteile wie längere Vorbereitungszeiten, technische Schwierigkeiten oder schwierige Leistungsbewertung, überwiegen. Hürden im Unterricht werden identifiziert und mögliche Ansätze, diese zu umgehen, diskutiert.
Empirische Untersuchungen in den verschiedenen Unterrichtsumsetzungen zeigen, das sowohl „My Interactive Garden“ als auch Physical Computing im Allgemeinen einen positiven Einfluss unter anderem auf Lernermotivation, Spaß und Interesse im Unterricht und wahrgenommene Kompetenzen haben.
Abschließend werden die Ergebnisse aller Untersuchungen zusammengeführt, um die Gestaltungsprinzipien für Physical-Computing-Unterricht zu evaluieren und einen Ausblick auf die Entwicklung von Entscheidungshilfen für Physical-Computing-Aktivitäten in der schulischen Bildung zu geben.
urn:nbn:de:kobv:517-opus4-418339
online registration
Dissertation, Universität Potsdam, 2018
SR 910
CC-BY-SA - Namensnennung, Weitergabe zu gleichen Bedingungen 4.0 International
Mareen Przybylla
eng
uncontrolled
secondary computer science education
eng
uncontrolled
embedded systems
eng
uncontrolled
physical computing
eng
uncontrolled
educational reconstruction
eng
uncontrolled
design principles
eng
uncontrolled
classroom material
eng
uncontrolled
tools for teaching
deu
uncontrolled
informatische Bildung im Sekundarbereich
deu
uncontrolled
eingebettete Systeme
deu
uncontrolled
physical Computing
deu
uncontrolled
didaktische Rekonstruktion
deu
uncontrolled
Entwurfsprinzipien
deu
uncontrolled
Schulmaterial
deu
uncontrolled
Unterrichtswerkzeuge
Informatik, Informationswissenschaft, allgemeine Werke
open_access
Institut für Informatik und Computational Science
Universität Potsdam
Universität Potsdam
https://publishup.uni-potsdam.de/files/41833/przybylla_diss.pdf
7032
2015
2015
eng
438
conferenceobject
Universitätsverlag Potsdam
Potsdam
1
2015-10-12
--
--
KEYCIT 2014
In our rapidly changing world it is increasingly important not only to be an expert in a chosen field of study but also to be able to respond to developments, master new approaches to solving problems, and fulfil changing requirements in the modern world and in the job market. In response to these needs key competencies in understanding, developing and using new digital technologies are being brought into focus in school and university programmes. The IFIP TC3 conference "KEYCIT – Key Competences in Informatics and ICT (KEYCIT 2014)" was held at the University of Potsdam in Germany from July 1st to 4th, 2014 and addressed the combination of key competencies, Informatics and ICT in detail. The conference was organized into strands focusing on secondary education, university education and teacher education (organized by IFIP WGs 3.1 and 3.3) and provided a forum to present and to discuss research, case studies, positions, and national perspectives in this field.
key competencies in informatics and ICT
7216
urn:nbn:de:kobv:517-opus4-70325
978-3-86956-292-6
SR 910
<hr/> In Printform erschienen im <a href="http://info.ub.uni-potsdam.de/verlag.htm">Universitätsverlag Potsdam</a>:<br/><br/> KEYCIT 2014 : key competencies in informatics and ICT / Torsten Brinda, Nicholas Reynolds, Ralf Romeike, Andreas Schwill (Hrsg.). – Potsdam: Universitätsverlag Potsdam, 2015. – 438 S. : Ill., graph. Darst.<br/> (Commentarii informaticae didacticae ; 7)<br/> ISSN (print) 1868-0844<br/> ISSN (online) 2191-1940<br/> ISBN 978-3-86956-292-6<br/> --> <a href="http://info.ub.uni-potsdam.de/cgi-bin/publika/view.pl?id=864">bestellen</a> <hr/>
Paul Curzon
Ivan Kalas
Sigrid Schubert
Niclas Schaper
Jan Barnes
Steve Kennewell
Kathrin Bröker
Uwe Kastens
Johannes Magenheim
Valentina Dagiene
Gabriele Stupuriene
Jason Brent Ellis
Carla Reis Abreu-Ellis
Andreas Grillenberger
Ralf Romeike
Halvdan Haugsbakken
Anthony Jones
Cathy Lewin
Sarah McNicol
Wolfgang Nelles
Jonas Neugebauer
Laura Ohrndorf
Niclas Schaper
Sigrid Schubert
Simone Opel
Matthias Kramer
Michael Trommen
Florian Pottbäcker
Youssef Ilaghef
David Passig
David Tzuriel
Ganit Eshel Kedmi
Toshinori Saito
Mary Webb
Michael Weigend
Rosa Bottino
Augusto Chioccariello
Rhonda Christensen
Gerald Knezek
Anthony Maina Gioko
Enos Kiforo Angondi
Rosemary Waga
Laura Ohrndorf
Rachel Or-Bach
Christina Preston
Sarah Younie
Mareen Przybylla
Ralf Romeike
Nicholas Reynolds
Andrew Swainston
Faye Bendrups
Maciej M. Sysło
Anna Beata Kwiatkowska
Holger Zieris
Herbert Gerstberger
Wolfgang Müller
Steffen Büchner
Simone Opel
Thomas Schiller
Christian Wegner
Raphael Zender
Ulrike Lucke
Ira Diethelm
Jörn Syrbe
Kwok-Wing Lai
Niki Davis
Birgit Eickelmann
Ola Erstad
Petra Fisser
David Gibson
Ferial Khaddage
Gerald Knezek
Peter Micheuz
Carlos Delgado Kloos
Commentarii informaticae didacticae (CID)
7
deu
uncontrolled
Schlüsselkompetenzen
deu
uncontrolled
Informatik
deu
uncontrolled
Bildung
deu
uncontrolled
ICT
deu
uncontrolled
Informatikdidaktik
eng
uncontrolled
Key Competencies
eng
uncontrolled
Informatics
eng
uncontrolled
education
eng
uncontrolled
ICT
eng
uncontrolled
Computer Science Education
Datenverarbeitung; Informatik
open_access
Commentarii informaticae didacticae (CID)
Institut für Informatik und Computational Science
Extern
Universitätsverlag Potsdam
Universität Potsdam
https://publishup.uni-potsdam.de/files/7032/cid07.pdf