TY  - JOUR
A1  - Curzon, Paul
T1  - Unplugged Computational Thinking for Fun
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - Computational thinking is a fundamental skill set that is learned
by studying Informatics and ICT. We argue that its core ideas can
be introduced in an inspiring and integrated way to both teachers and
students using fun and contextually rich cs4fn ‘Computer Science for
Fun’ stories combined with ‘unplugged’ activities including games and
magic tricks. We also argue that understanding people is an important
part of computational thinking. Computational thinking can be fun for
everyone when taught in kinaesthetic ways away from technology.
KW  - Computational thinking
KW  - cs4fn
KW  - ‘unplugged’ computing
KW  - kinaesthetic teaching
KW  - fun
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82575
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 15
EP  - 27
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Kalas, Ivan
T1  - Programming at Pre-primary and Primary Levels
BT  - The Pipeline Can Start That Early
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
KW  - Learning interfaces development
KW  - computational thinking
KW  - educational programming
KW  - primary level
KW  - pre-primary level
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82587
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 29
EP  - 31
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  - 
TY  - JOUR
A1  - Magenheim, Johannes
A1  - Schubert, Sigrid
A1  - Schapert, Niclas
T1  - Modelling and Measurement of Competencies in Computer Science Education
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - As a result of the Bologna reform of educational systems in
Europe the outcome orientation of learning processes, competence-oriented
descriptions of the curricula and competence-oriented assessment
procedures became standard also in Computer Science Education
(CSE). The following keynote addresses important issues of shaping
a CSE competence model especially in the area of informatics system
comprehension and object-oriented modelling. Objectives and research
methodology of the project MoKoM (Modelling and Measurement
of Competences in CSE) are explained. Firstly, the CSE competence
model was derived based on theoretical concepts and then secondly the
model was empirically examined and refined using expert interviews.
Furthermore, the paper depicts the development and examination of
a competence measurement instrument, which was derived from the
competence model. Therefore, the instrument was applied to a large
sample of students at the gymnasium’s upper class level. Subsequently,
efforts to develop a competence level model, based on the retrieved empirical
results and on expert ratings are presented. Finally, further demands
on research on competence modelling in CSE will be outlined.
KW  - Competence Modelling
KW  - Competence Measurement
KW  - Informatics System Application
KW  - Informatics System Comprehension
KW  - Informatics Modelling
KW  - Secondary Education
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82592
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 33
EP  - 57
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -