The Darmstadt Model: A First Step towards a Research Framework for Computer Science Education in Schools

Hubwieser, Peter

doi:10.1007/978-3-642-36617-8_1

Cited by 30 publications

(29 citation statements)

References 8 publications

(11 reference statements)

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“…The developed framework aims at presenting the diverse factors that affect CSE, in order to be able to compare and transfer findings from different areas and apply an investigation in an international context. This framework is known as the Darmstadt model and is presented in [33]. Within the framework of the Darmstadt model, Greece was represented as an extensive case study showing practices regarding CSE in Greek education [34].…”

Section: Research Contextmentioning

confidence: 99%

Teacher and student views on educational robotics: The Pan-Hellenic competition case

Θεοδωρόπουλος¹,

Antoniou²,

Lepouras³

2017

Appl. Theory Comput. Technol.

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Abstract:The present work is an observational study recording the teachers' and students' attitudes from the Pan-Hellenic Educational Robotics (ER) competition. The study investigates the benefits of students' involvement with robotics regarding skills, motivation and learning. Additionally, it is researched whether ER should be introduced in the compulsory curricula. A qualitative methodology was used with teachers. Although the sample was relatively small, the results were quite homogeneous showing a very high level of engagement and motivation of teachers and students. A mainly quantitative methodology was used to gather data from students. The results show that there are numerous benefits for students: they seem to increase their collaboration, problem solving and creativity skills; understand STEM concepts in computer science and engineering, and gaining programming knowledge in particular. Also, most of the teachers and many of the students consider that ER should be part of the compulsory curriculum. Under certain conditions, ER could be an essential part of the school program, as it can bring together young people from all over the world to learn and develop important 21 st century skills.

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Section: Research Contextmentioning

confidence: 99%

Teacher and student views on educational robotics: The Pan-Hellenic competition case

Θεοδωρόπουλος¹,

Antoniou²,

Lepouras³

2017

Appl. Theory Comput. Technol.

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“…The model and the methodology of its derivation were described in detail in the working group report of the conference [Hubwieser et al 2011]. Later, a slight adaptation of the categories was proposed by Hubwieser [2013] (see Figure 2F). …”

Section: The Story Of This Special Issuementioning

confidence: 99%

Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

Hubwieser

Armoni

Giannakos

et al. 2014

ACM Trans. Comput. Educ.

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In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a publication platform for soundly based in-depth experiences that have been made around the world with concepts, approaches, or initiatives that aim at supporting this shift. For this purpose, the article format was kept as large as possible, enabling the authors to explain many facets of their concepts and experiences in detail. Regarding the structure of the articles, we had encouraged the authors to lean on the Darmstadt Model, a category system that was developed to support the development, improvement, and investigation of K-12 CSE across regional or national boundaries. This model could serve as a unifying framework that might provide a proper structure for a well-founded critical discussion about the future of K-12 CSE. Curriculum designers or policy stakeholders, who have to decide, which approach an upcoming national initiative should follow, could benefit from this discussion as well as researchers who are investigating K12 CSE in any regard. With this goal in mind, we have selected six extensive and two short case studies from the UK, New Zealand, USA/Israel, France, Sweden, Georgia (USA), Russia, and Italy that provide an in-depth analysis of K-12 CSE in their respective country or state.

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“…Figure 1 depicts the different schooling levels depending on the student's age. While the illustration is sourced from the model propagated by Hubwieser [2013], the information pertinent to the Indian school system has been obtained from various sources including the CBSE and state government educational websites.…”

Section: Educational Systemmentioning

confidence: 99%

Computer Science (CS) Education in Indian Schools

Raman

Venkatasubramanian

Achuthan

et al. 2015

ACM Trans. Comput. Educ.

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Computer science (CS) and its enabling technologies are at the heart of this information age, yet its adoption as a core subject by senior secondary students in Indian schools is low and has not reached critical mass. Though there have been efforts to create core curriculum standards for subjects like Physics, Chemistry, Biology, and Math, CS seems to have been kept outside the purview of such efforts leading to its marginalization. As a first step, using the Darmstadt model from the ITiCSE working group that provides a systematic categorization approach to CS education in schools, we coded and analyzed the CS situation for the Indian schools. Next, we focused on the motivation category of the Darmstadt model and investigated behavioral intentions of secondary school students and teachers from 332 schools in India. Considering the CS subject as an educational innovation, using Rogers' Theory of Diffusion of Innovations, we propose a pedagogical framework for innovation attributes that can significantly predict-adoption of the CS subject among potential-adopter students and teachers. Data was analyzed to answer research questions about student and teacher intentions, influence of gender, school management, and school location in adopting CS. Interestingly, girls, urban students, teachers, and private schools were seen favoring the adoption of CS. An important issue that needed to be addressed, however, was the interchangeable use of terms like CS, Informatics, ICT, and digital literacy. Through our article, we offer a promising picture of the educational policy directives and the academic environment in India that is rapidly growing and embracing CS as a core subject of study in schools. We also analyze the factors that influence the adoption of CS by school students and teachers and conclude that there is a very positive response for CS among educators and students in India.

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The Darmstadt Model: A First Step towards a Research Framework for Computer Science Education in Schools

Cited by 30 publications

References 8 publications

Teacher and student views on educational robotics: The Pan-Hellenic competition case

Teacher and student views on educational robotics: The Pan-Hellenic competition case

Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

Computer Science (CS) Education in Indian Schools

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