Questions on Spoken Language and Terminology for Teaching Computer Science

Diethelm, Ira; Goschler, Juliana

doi:10.1145/2729094.2742600

Cited by 15 publications

(1 citation statement)

References 19 publications

(15 reference statements)

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“…For this paper, we must keep in mind that we work with module handbooks in the German language and that in the German educational language area, e.g., the language term "informatics competencies" ("Informatische Kompetenzen" in German) is widely used. However, in the international context, it is translated differently by the above terms [35,44,45]. For these reasons, we use the following terminology in this paper: we understand computational literacy as an overarching term that summarizes the knowledge, competencies, and concepts required in the 21st century from the subject of computer science [46][47][48][49][50].…”

Section: Linguistic Aspectsmentioning

confidence: 99%

Computational Literacy as an Important Element of a Digitized Science Teacher Education—A Systematic Review of Curriculum Patterns in Physics Teacher Education Degrees in Germany

Braun,

Huwer

2023

Education Sciences

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Computational literacy (CL) has become indispensable for teachers and learners as part of 21st-century skills. Therefore, corresponding models for teacher education are being further developed internationally from a scientific perspective. In parallel, content and competencies are being enhanced in the respective subjects at the curricular level of teacher training. In this context, we consider it important to examine the current status of this development. Since, to our knowledge, there are no comparable scientific studies, we have taken Germany as a representative example of the international education system and systematically analyzed the module handbooks of the physics teacher training courses at methodically selected universities. For this analysis, we used three research questions focusing on CL: In which physics content does CL play a role? Which computer science competencies or knowledge can be identified or derived? Are they described implicitly or explicitly? Our results suggest that CL is integrated very differently in terms of quantity and depth of content among the universities we examined. For example, there is often a very strong focus on computer-based data acquisition, but few programs also have specialized courses addressing CL more explicitly or integrate additional computer science competencies. CL is primarily taught in laboratory courses and frequently in subject-didactic courses. Nevertheless, the depictions presented in the purely subject-oriented and basic lectures lack specific computational literacy skills or knowledge. Furthermore, the fact that many programs only offer implicit descriptions of CL skills indicates that the integration of these skills has not progressed very far in practice.

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Section: Linguistic Aspectsmentioning

confidence: 99%

Computational Literacy as an Important Element of a Digitized Science Teacher Education—A Systematic Review of Curriculum Patterns in Physics Teacher Education Degrees in Germany

Braun,

Huwer

2023

Education Sciences

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Term Extraction from German Computer Science Textbooks

Möhlmann

Syrbe

2016

Data Mining and Big Data

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Teaching computer programming with PRIMM: a sociocultural perspective

Sentance

Waite

Kallia

2019

Computer Science Education

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Background and Context: With computing now becoming a mandatory subject in school in many countries, there is a need for clearly defined pedagogical strategies to support all learners; this is particularly pertinent when teaching computer programming, which novice adults have struggled with for decades. Vygotsky's sociocultural theory emphasises the importance of language, mediation, and the transfer of skills and knowledge from the social into the cognitive plane. This perspective has influenced the development of PRIMM (Predict, Run, Investigate, Modify, Make), a structured approach to teaching programming. Objective: The objective of the study was to find out if using PRIMM to teach programming had an impact on learner attainment in secondary school, and the extent to which it was a valuable method for teachers. Method: We evaluated the use of PRIMM in 13 schools with 493 students aged 11-14 alongside a control group, using a mixed-methods approach. Teachers delivered programming lessons using the PRIMM approach for 8-12 weeks. Data were collected via a combination of a baseline test, a post-test to compare control and experimental groups, and teacher interviews. Findings: Learners who participated in the PRIMM lessons performed better in the post test than the control group. Teachers reported several benefits of the PRIMM approach, including that PRIMM helped them to teach effectively in mixed-ability classes, enabling all learners to make progress. Implications: We hope that PRIMM makes a contribution to programming education research, as it builds on previous work in effective pedagogy for teachers, and encourages the use of language and dialogue to facilitate understanding. Through our evaluation of PRIMM and engagement with classroom teachers, we propose a framework for understanding the learning of programming in the classroom, and present this as an avenue for further research.

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Questions on Spoken Language and Terminology for Teaching Computer Science

Cited by 15 publications

References 19 publications

Computational Literacy as an Important Element of a Digitized Science Teacher Education—A Systematic Review of Curriculum Patterns in Physics Teacher Education Degrees in Germany

Computational Literacy as an Important Element of a Digitized Science Teacher Education—A Systematic Review of Curriculum Patterns in Physics Teacher Education Degrees in Germany

Term Extraction from German Computer Science Textbooks

Teaching computer programming with PRIMM: a sociocultural perspective

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