Structure and Phenomena in Informatics - Why it is not ...

Structure and Phenomena in Informatics

Talk: HdkF – Workshop Phenomena

Lets get a suitcase

Structure and Phenomena in Informatics Why it is not sufficiant to get a Suitcase

Ludger Humbert

Talk: HdkF – Workshop Structure and Phenomena in Informatics, 17. November 2015

Understanding informatics phenomena: the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68) Do we need more and/or better material? Informatics Phenomena

Source: http://ddi.uni- wuppertal.de/ Principles and Ideas in Informatics Informatics Phenomena—proofing examples at Primary Level Kinetographic example: Hopscotch

General discussion Competencies again Pilot project: Informatics at primary schools in NRW—“IaG”

References

Bergische Universität Wuppertal Fakultät für Mathematik und Naturwissenschaften

BUW – Fachgebiet DdI

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Competencies Phenomena


Lets get a suitcase

1

Kompetenzen der informatischen Bildung erläutern

2

Zusammenhang zwischen prozessbezogenen und inhaltsbezogenen Kompetenzen benennen und verdeutlichen


3

Spiralcurriculare Ansätze begründen und an Beispielen konkretisieren

4

Didaktische Gestaltungsnotwendigkeiten an den Unterschieden zwischen der Fachsystematik und Curricula klären

Principles and Ideas in Informatics Informatics Phenomena—proofing examples at Primary Level Kinetographic example: Hopscotch


References


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Outline of Chapter Phenomena

1 Lets get a suitcase 2 Understanding informatics phenomena:

the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68) Do we need more and/or better material? Informatics Phenomena 3 Principles and Ideas in Informatics

Informatics Phenomena—proofing examples at Primary Level Kinetographic example: Hopscotch


Lets get a suitcase Understanding informatics phenomena: the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68) Do we need more and/or better material? Informatics Phenomena


General discussion Competencies again

4 General discussion

Competencies again Pilot project: Informatics at primary schools in NRW—“IaG”

Pilot project: Informatics at primary schools in NRW—“IaG”

References


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A Suitcase—The Spy-Camp





References

Figure: Case with material for the spy-camp BUW – Fachgebiet DdI

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. . . more and better material . . .

Lets get a suitcase

k attiik ma orrm nffo IIn Didak tik der

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Understanding informatics phenomena: the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68)

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Principles and Ideas in Informatics

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Do we need more and/or better material?

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Informatics Phenomena—proofing examples at Primary Level Kinetographic example: Hopscotch

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Figure: Case with material regarding informatics


References


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Phenomena regarding Informatics


Lets get a suitcase

Three categories of phenomena 1

Phenomena that are directly related to informatics systems


2

Phenomena that are indirectly linked with informatics systems

3

Phenomena that are not connected to informatics systems but have an inherent informatical structure or suggest informatical reasoning



References


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“Fundamental Ideas of Computer Science” – vgl. Schwill 1994


Lets get a suitcase

The four criteria worked out by Schwill are worded as (and numbered): Criteria to proof an idea being fundamental in informatics

Understanding informatics phenomena: the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68) Do we need more and/or better material?

1

horizontal criterion

3

criterion of time

2

vertical criterion

4

criterion of sense

If accepted, we have to take a closer look at the process of teaching (and learning) fundamental ideas and the next step to be done, which leads to the question How to teach fundamental ideas?

Informatics Phenomena



References


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Guiding principals in teaching fundamental ideas


Lets get a suitcase

Schwill names three guiding principals How to teach? Guiding principals

Understanding informatics phenomena: the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68) Do we need more and/or better material?

1 2

3

Principle of extendibility—known as spiral principle Principle of prefiguration of notions—known as eis-principle(Humbert 2006, p.78) Principle of anticipated learning




References


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Weiß: “Förderung informatischer Kompetenzen von Kindergartenkindern am Beispiel des Sortierens”


Lets get a suitcase

Several examples were carried out by Weiß trying to find out how to express elements to children in kindergarten so they get some knowledge esp. in algorithmic thinking. Weiß shows us that we have to look very close to what children are able to understand and documents her findings in an acutal published Mastersthesis(Weiß 2015) titled “Förderung informatischer Kompetenzen von Kindergartenkindern am Beispiel des Sortierens”.




References


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Brakensiek: “Anforderungen, Umsetzung und Evaluation eines Unterrichtsbeispiels für die informatische Bildung in der Primarstufe”


Lets get a suitcase Understanding informatics phenomena: the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68)

Brakensiek looked at competencies and carried out examples to be realized at primary schools. “Anforderungen, Umsetzung und Evaluation eines Unterrichtsbeispiels für die informatische Bildung in der Primarstufe” Mastersthesis(Brakensiek 2015)

Do we need more and/or better material? Informatics Phenomena



References


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Brakensiek— Playing field





References

Source: (Brakensiek 2015) Figure: Chart Playing field—tested at a primary school


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Siebrecht: “Einführung algorithmischer Elemente unter kinetographischen Aspekten” Hopscotch2 is a process worked out by children (esp. girls—I never saw males) which serves as a play. To play it successfully you have to deal with a recursive algorithm (cf. Siebrecht 2015, pp.76ff).





Figure: Playing field—hopscotch

“Besondere Schwere der Schuld” (ARD 1. Programm—52’ —for 3 seconds – 2015-11-07)

References


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or Hüpfekästchen in German

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Hopscotch—legend


Lets get a suitcase

• stay—auf der Stelle: platz(HR ∧HL ) • forward—vorwärts: vw(HR ∧HL ) • backward—rückwärts: rw(HR ∧HL ) • straight jump—Strecksprung: re(HR )∧li(HL )


Das “∧” symbolisiert hierbei eine parallele Ausführung, die zusammengenommen mit den “hoch”-Bewegungen und der Gravitationskraft für die Sprungbewegung sorgt.


Mit diesen Befehlen und einem N x 4-Hüpfekästchen (N>0) lässt sich nun die rekursive Prozedur huepfeVor realisieren, bei der bis zum Rekursionsanfang vorwärts, danach rückwärts gesprungen wird, solange bis die Ausgangsposition wieder erreicht wurde.


References


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Hopscotch—structure chart

Lets get a suitcase

huepfeVor( s ): ........... ........... ........... ........... ........... .......... ........... ........... ........... ........... ........... . . . . . . . . . ........... ... ........... ........... ........... ........... ........... .......... ........... ........... ........... ........... . . . . . . . . . ........... .. ........... ........... ........... ........... ........... .......... ........... ........... ........... ........... . . . . . . . . . . ........... . ........... ........... ........... ........... ........................

s = 0?

ja

re(HR )∧li(HL ) li(HR )∧re(HL )

nein

vw(HR ∧HL ) huepfeVor(s-1) rw(HR ∧HL )




Figure: Kinetogramm—Hopscotch—structure chart


References


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Hopscotch—kinetographic picture





References

Figure: Kinetogramm—Hopscotch—huepfeVor(0) BUW – Fachgebiet DdI

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What is Informatics about?

“Informatics – The science of minimal systems with maximal complexity”, as Schwill points out(Schwill 2003). So informatics deals with structures at two levels—data structures and processes formulated in algorithms. To develop curricular elements in an eis-oriented level, you have to look at things children use when discoverering the world. “Computing presents us a form of description. This form is very useful for describing a great variety of phenomena of this world, but human thinking is not one of them, the reason being that human thinking basically is a matter of the plasticity of the elements of the nervous system, while computers—Turing machines—have no plastic elements. For describing human thinking one needs a very different, non-digital form . . . ” (Turing Award Lecture Naur 2007, p. 93)





References


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Informatics at primary schools (IaG) 1. Information and data

2. Algorithms 2. Reason and evaluate 3. Languages and automata 3. Structure and interrelate 4. Informatics systems 4. Communicate and cooperate 5. Informatics, man and society 5. Represent and interprete

Process standards

Content standards

Lets get a suitcase

1. Model and implement

Figure: Content/process standards (cf. Brinda, Puhlmann, and Schulte 2009, p. 289)




References


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Informatics at primary schools in NRW—“IaG”

The main goals of the “IaG” project • to form a concept of breaking down the CS principles

to describe competencies to be acquired by students of primary education, • to develop teaching materials and guidelines for the

prototypical lessons, and • to model further education for in-service primary

science teachers.





References


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Informatics at primary schools in NRW—“IaG”

The main goals of the “IaG” project • to form a concept of breaking down the CS principles

to describe competencies to be acquired by students of primary education, • to develop teaching materials and guidelines for the

prototypical lessons, and • to model further education for in-service primary

science teachers.




Three modules for the project “IaG”


Digital World Aachen, Cryptology Wuppertal and


References

Robotics Paderborn BUW – Fachgebiet DdI

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Modules and main competences


Lets get a suitcase

The main competences the students should achieve are combinations of content and process standards. Examples for acquired competences Modul Digital World The students describe in their own words a given procedure to locate a defective part in a message. Modul Cryptology The students characterize the term algorithm. Modul Robotics The students name and formulate action rules to control a roboter.




References


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&

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Pr

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nd ard s i m Re p lem aso en t n& eva Str lua u ct te ure & Co int mm err un ela i c te ate Re pre & sen co o t& p er ate int erp ret

Competencies in Informatics at primary schools (IaG)

Content standards Information & data XM3 XM1,3 XM1,2 Algorithms XM2,3 XM2 XM1,2,3 Languages & automata XM3 Informatics systems XM1 XM1 Informatics, man & society XM2 XM2 Table: Content and processes assigned to modules

In all three modules students achieves competences in content standard algorithms, process standard model & implement, and/or represent & interpret.





References


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1

Zeitplan “IaG” 2014 Vorbereitung Gespräch in Paderborn – hnf Handzettel »Informatik im Primarbereich« Informatik in die Grundschule Vorbereitung Artikel SchuleNRW Koordinationsgespräch (Unis) Projektskizze (pk) Koordinationsgespräch (Unis – pk) Koordinationsgespräch pk (Unis) Entwurfsfassung ( pk) Gespräch in Aachen – rwth

2015

2016

2017


Legende hnf Heinz-NixdorfMuseumsforum pk Projektskizze msw Ministerium für Schule und Weiterbildung a, b, c Module standortbezogen, Modulzuordnung, Modulauswahl

Lets get a suitcase Understanding informatics phenomena: the heart of literacy in informatics(Humbert and Puhlmann 2004, p.68) Do we need more and/or better material?

Vorplanung Module Feinplanung Gespräch in Düsseldorf – msw


Principles and Ideas in Informatics

Beauftragung fünf GS-Lehrkräfte Umsetzung Schule (A) Fortbildung (A) Modul (A)

Informatics Phenomena—proofing examples at Primary Level

Umsetzung Schule (B+C) Fortbildungen (B+C) Module (B+C)

Kinetographic example: Hopscotch

General discussion

Umsetzung Universität Veranstaltung (WS 15/16) Veranstaltung (SoSe 16) Veranstaltung (WS 16/17) Veranstaltung (SoSe 17)


References

Wissenschaftliche Begleitung Teilnehmende Beobachtung Evaluation – erste Vorschläge Forschungsfragestellungen explizieren Hypothesen und Forschungsmethoden Detaillierung, -umsetzung


15th November 2015– Projektstand

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Bibliography I


Lets get a suitcase

Aust, Anne-Katrin, Dorothee Müller, and Peter Gabriel (2011). “SpionCamp – Kryptographie als Stationenlernen”. In: Informatik mit Kopf, Herz und Hand – Praxisbeiträge zur 14. GI-Fachtagung Informatik und Schule (INFOS 2011). Ed. by Michael Weigend, Marco Thomas, and Frank Otte. Münster: ZfL-Verlag, pp. 235–244. isbn: 9783868770094. Brakensiek, Jakob (2015). “Anforderungen, Umsetzung und Evaluation eines Unterrichtsbeispiels für die informatische Bildung in der Primarstufe”. Masterthesis. Wuppertal: Fachgebiet Didaktik der Informatik – Bergische Universität. url: http://www.ham.nw.schule.de/pub/bscw.cgi/4968526 (visited on 02/16/2015).




References


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Bibliography II


Lets get a suitcase

Brinda, Torsten, Hermann Puhlmann, and Carsten Schulte (2009). “Bridging ICT and CS: Educational Standards for Computer Science in Lower Secondary Education”. In: Proceedings of the 14th Annual ACM SIGCSE Conference on Innovation and Technology in Computer Science Education. ITiCSE ’09. New York, NY, USA: ACM, pp. 288–292. isbn: 9781605583815. doi: 10.1145/1562877.1562965. url: http://doi.acm.org/10.1145/1562877.1562965. Humbert, Ludger (2006). Didaktik der Informatik – mit praxiserprobtem Unterrichtsmaterial. 2., überarbeitete und erweiterte Aufl. Leitfäden der Informatik. Wiesbaden: B.G. Teubner Verlag. isbn: 3835101129.




References


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Bibliography III


Lets get a suitcase

Humbert, Ludger and Hermann Puhlmann (2004). “Essential Ingredients of Literacy in Informatics”. In: Informatics and Student Assessment. Concepts of Empirical Research and Standardisation of Measurement in the Area of Didactics of Informatics. Ed. by Johannes Magenheim and Sigrid Schubert. Vol. 1. GI-Edition – Lecture Notes in Informatics (LNI) – Seminars S-1. Dagstuhl-Seminar of the German Informatics Society (GI) 19.–24. September 2004. Bonn: Köllen Druck+Verlag GmbH, pp. 65–76. isbn: 3885794357. url: http://is.gd/B6S18k (visited on 10/01/2015).




References


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Bibliography IV Kalbitz, Manuela, Hendrik Voss, and Carsten Schulte (2011). “Informatik begreifen – Zur Nutzung von Veranschaulichungen im Informatikunterricht”. In: Informatik und Schule – Informatik für Bildung und Beruf – INFOS 2011 – 14. GI-Fachtagung 12.–15. September 2011, Münster. Ed. by Marco Thomas. GI-Edition – Lecture Notes in Informatics – Proceedings P 189. Bonn: Gesellschaft für Informatik, Köllen Druck + Verlag GmbH, pp. 137–146. isbn: 9783885792833. url: http://subs.emis.de/LNI/Proceedings/Proceedings189/137.pdf (visited on 10/01/2015). Müller, Dorothee (2012). SpionCamp – Stationen. url: http://ddi.uni-wuppertal.de/material/spioncamp.html (visited on 10/03/2015). Naur, Peter (2007). “Computing versus human thinking”. In: Comm. ACM 50.1. Turing Award Lecture, pp. 85–94. url: http://dl.acm.org/citation.cfm?id=1188922 (visited on 10/01/2015).





References


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Bibliography V Schwill, Andreas (1994). “Fundamental Ideas of Computer Science”. In: EATCS-Bulletin 53, pp. 274–295. url: http://www.didaktik.cs.unipotsdam.de/Forschung/Schriften/EATCS.pdf (visited on 10/01/2015). – (2003). “Informatics – The science of minimal systems with maximal complexity”. In: Informatics and the Digital Society—Social, Ethical and Cognitive Issues. Ed. by Tom J. van Weert and Robert K. Munro. July 22-26, 2002, University of Dortmund, Germany. IFIP TC 3. Norwell, Massachusetts: Kluwer Academic Publishers, pp. 17–28. isbn: 1402073631. url: http://ddi.cs.uni-potsdam.de/Forschung/Schriften/SECIII2002/ (visited on 10/01/2015). Siebrecht, Daniel (2015). “Einführung algorithmischer Elemente unter kinetographischen Aspekten”. Masterthesis. Wuppertal: Fachgebiet Didaktik der Informatik – Bergische Universität. url: http://www.ham.nw.schule.de/pub/bscw.cgi/5520656 (visited on 10/01/2015).





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Bibliography VI Weiß, Sabrina (2015). “Förderung informatischer Kompetenzen von Kindergartenkindern am Beispiel des Sortierens”. Masterthesis. Wuppertal: Fachgebiet Didaktik der Informatik – Bergische Universität. url: http://www.ham.nw.schule.de/pub/bscw.cgi/5437297 (visited on 10/01/2015). Wing, Jeannette M. (2006). “Computational Thinking”. In: Communications of the ACM 49.3, pp. 33–35. url: http://www.cs.cmu.edu/afs/cs/usr/wing/www/publications/ Wing06.pdf (visited on 10/01/2015). ...............................................................



General discussion

This document is freely available under simple legal terms because of the Creative-Commons-License

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References

http://creativecommons.org/licenses/by-nc-sa/4.0/ BUW – Fachgebiet DdI

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