Elementary informatics

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Elementary informatics designates, based on elementary education , a research and teaching area that deals with the teaching of basic computer science concepts in kindergarten and elementary school . In doing so, emphasis is placed on a close interlinking of the teaching of algorithmic - logical concepts (see computer science lessons ) with concrete applications of digital media ( media education ). The term was introduced in 2015 on the occasion of the establishment of the Research Group Elementary Informatics (FELI), which initially focused on the elementary area.

aims

The central goal of elementary informatics is to develop, test and empirically evaluate didactic approaches for a motivating transfer of basic computer science concepts in elementary and primary areas. The main concern is that children can relate computer science concepts to computer media and thereby be encouraged to question how the "black box" computer works . In addition, the first ideas about topics in computer science, the working methods and the job description of computer scientists are to be developed. The introduction of elementary computer content should be able to be integrated into existing specifications and curricula. As a result, the educational plans are not expanded and at the same time children can experience computer science as a cross-sectional discipline. Elementary informatics teaching content should ensure more educational equality. On the one hand, girls get the chance to discover their own inclinations and talents in the field of computer science at an early age. On the other hand, children from educationally disadvantaged backgrounds can be shown that the computer is not just an entertainment medium, but can also be used as a tool for creative work.

concept

The didactic and pedagogical concept of elementary informatics is structured - inspired by general concepts of elementary education and computer science didactics - into the following components:

  • Introduction of a topic by showing everyday relationships from the children's world

Example: The topic "Searching in lists" search algorithms can be motivated by the fact that children (from grade 2) should report how they look up a certain word in the German exercise book or dictionary. Together we can work out that a word is found more easily in an alphabetical list than in an unsorted one.

  • Making the algorithmic-logical concepts related to the topic comprehensible through clear material based on Montessori

Example: As a preliminary exercise for sorting lists ( sorting algorithms ), the heaviest of a set of (e.g. 8) photo tins filled with rice can be determined using a beam scale by removing the lighter one from the beam scale and putting it through a not yet tested is replaced.

  • Support for the development of general concepts through the use of varied material

Example: The concept of " pixels " can (square through various set and plug Games Lego bricks ) and Kästchenausmalbilder be illustrated.

Pixel house made of Lego bricks
Pixel placement game with wooden cubes
Pixel art with sticky notes
  • Suggestion for asking "How does it work?" Questions about dealing with digital media by showing the concepts introduced

Example: When painting with the Tux Paint program , children can be encouraged to understand the concept of pixels as the basis for representing the image they have painted on the computer.

  • Mediation of media competence as the ability to acquire transferable knowledge in handling software beyond pure practical knowledge

Example: If the child has learned in dealing with software that it needs to save his job in a file to use again at The work will, so it should be able, if, for example, for the first time. Word processing program used to reveal that the "Save" option should also be available here. This means that no instructions are learned by heart, but conceptual knowledge of the basic principles of software is acquired.

Example: The concept of an algorithm can be developed for preschool children by sorting simple actions (e.g. from getting up to kindergarten); in the second class they are then taken up again in search algorithms and expanded; In the third grade, when an algorithm for written subtraction is introduced, it is further expanded and then formalized and deepened in secondary level 1 through a systematic introduction of various sorting algorithms and their consideration of the effort involved.

  • Introduction or concretization of a mental conception of the job description of computer science in order to include this job in the scope of possible options.

Example: In the case of an introduced concept, it is explicitly stated that it was conceived by computer scientists; When using software, it is explicitly pointed out that it was programmed by a team of computer scientists.

Computer science experiment kit

Preliminary work

I4Kids

The starting point for the development of the experiment kit were workshops that were designed and carried out together with educational specialists from a kindergarten from 2008 onwards. The first materials addressed the development of the topics of analog and digital representation, in particular the concept of pixels with various descriptive materials.

construction

The concept of elementary informatics is implemented in the computer science experiment kit. There are currently learning units for 6 subject areas. The structure of the individual learning units is always similar. Each subject area begins with a question that is to be answered in the chapter (e.g. on the subject of pixels: "How does a computer display images?"). Subsequently, the required materials, the learning objectives to be achieved and background knowledge for the educators are presented. Finally, there is a detailed description of the implementation and the experimental material used.

Job description computer scientist

This unit is intended to convey a realistic, non-stereotypical image of the job description of a computer scientist. By comparing the two academic professions "computer scientist" and "doctor", the question is also asked which mental models the children already have about both concepts. The historical development towards today's understanding of the job description can be traced with the help of pictures.

pixel

As an introduction to the subject of "pixels", printed out pictures and pictures painted with colored pencils are compared. Discussing the differences and similarities leads to the concept of the pixel. The child-friendly communication succeeds through the illustration using materials from the children's world (e.g. Lego ).

Analog & digital representations

Building on the subject of pixels, this learning unit teaches the difference between analog and digital representations. Analog and digital photography are used to illustrate both concepts .

computer

In this learning unit, the individual components of a computer are discussed in detail. In addition to getting to know the names and tasks of the individual components, the children have the opportunity to touch, compare and assign individual components in the desktop computer and laptop .

algorithm

Starting with the everyday experiences of the children in going through or processing individual steps (e.g. when following a baking recipe ), the concept of the algorithm is introduced.

Search & sort

In order to deepen the topic of algorithms, sorting algorithms are presented in this learning unit, which are made applicable to the children through various experimental materials. By searching in sorted and unsorted lists, the children learn that sorting the search can be simplified and carried out with less effort.

Integration in curricula (education and upbringing plan)

For day-care centers up to elementary school, the Bavarian education and upbringing plan or the curriculum for elementary school is decisive. With the materials in the computer science experiment kit, not only topic-related educational areas but also basic skills and cross-topic educational perspectives are promoted. The materials developed, differentiated according to age, speak from the Bavarian Education and Upbringing Plan for the subject-related education and training areas of “mathematics, information technology, media”, promote social, cognitive and learning methodological skills and contribute to gender-sensitive upbringing. With regard to the curriculum plus for the Bavarian primary schools, our modules cover the learning areas "Technology and Culture" (HSU) and "Visual Media" (art education) and can be optimally integrated into the learning areas "Space and Form", "Sizes and Measure" or "Examine and reflect on the use of language and language" of the subject profiles Mathematics and German.

In addition to promoting media skills and the age-appropriate teaching of IT concepts, social, communicative, cognitive and learning methodological skills are promoted among preschool and elementary school children. As a contribution to gender-sensitive upbringing, it is important to show the children that women are also active in IT, as the IT field has so far been closely linked to men.

Continuing education and training

The integration of computer science didactic content in pedagogy is still a challenge today. For pedagogical specialists and teachers, advanced training events on the computer science experiment kit are offered. Due to their playful approach, these are particularly suitable for people without IT knowledge. The concept has since been presented at various institutions and events. For example, it was offered as a workshop for teacher training for the Bavaria-wide media education day 2016 in Bamberg. With an introductory lecture and a lot of practical design freedom, workshop participants can try out the material. Further practical assignments took place over the project days at the specialist academy for social education in Bamberg. Here the students had the opportunity to get to know the material and supplement it with their own creative ideas. Further training courses for teachers take place in Bamberg and Hamburg. The training courses are based on the concept of the computer science experiment kit and are based on the manual. The manual is designed in such a way that it is possible to work through the individual subject areas for the practical implementation of the computer science experiment kit in the classroom. The manual is included in the experiment kit and is loaned out with it. Just like the supplementary eLearning course (eLEx computer science), which leads to a quick introduction and provides an overview of the topics. In addition, further goals are pursued with the eLearning course, such as the reduction of fears and the creation of synergies between IT education and media education. This makes it easier for people who are less media-savvy to use digital teaching and learning materials on the basis of the DVD. An expansion with an extended blended learning concept and additional collaborative offers is in the planning stage.

Empirical Findings

children

Various research projects deal with the question of the age and the way in which information technology education can be provided in elementary and primary schools. Some approaches separate the teaching of basic IT concepts from the use of digital media. Others focus on the relationships between the concepts to be taught and how they work.

Computer science in elementary education

In the implementation of workshops as part of I4Kids and the practical testing of the computer science experiment kit, the explicit application of the IT concepts learned on computers and tablets proved to increase motivation and promote learning success. The chosen topics (pixels, analog and digital representation, computers, algorithms, searching and sorting) motivated children, regardless of age and gender, to acquire computer-related knowledge. You will build simplified but appropriate mental models for how digital media work. Studies by Schwill confirm that children in preschool can already understand and implement IT concepts.

Computer science in primary school

Borowski et al. present a theoretical framework for the intuitive and technically correct concept development of central IT topics for the primary school sector, the focus of which is on conveying hardware architecture concepts for computers. In addition, Borowski also offers other IT teaching models for how websites work and for robot programming with Lego NXT for primary schools. In Romeike et al. special robotics kits for independent work with components, sensors and the creation of simple programs are examined. Bergner et al. Deal with similar topics such as binary numbers , text and image display in the computer, error detection and how it works. in the "Computer Science Magic School". The ideas for this were provided by Bell et al. Computer Science Unplugged inspired. Ulrike Lucke shows a different approach, encouraging elementary school children to deal with computer components in a self-designed computer friend book. In Gallenbacher et al. children are introduced to work with coding (representation of images, binary system, binary searches ) through a treasure hunt . Weigend's study shows the development of algorithmic skills in children and Geldreich et al. extends this research approach to introduce children to programming concepts using the programming language " Scratch ". Wendlandt et al. Demonstrate the ability to algorithmise solutions to problems. as a key competence for programming.

Skilled workers

The practical testing of the computer science experiment kit has shown that pedagogical specialists and teachers are open to the integration of computer science topics in the classroom, but are often unsure and reluctant when it comes to the use of digital media and the independent implementation of elementary computer learning units. The handout and e-learning course are welcomed as a useful basis for preparing lessons. Through the active or even just observing role in the implementation of the lessons, the self-confidence and motivation of the teachers could be increased to incorporate IT topics into the lessons in the future.

See also

literature

  • Tim Bell, Jan H. Witten, Mike Fellows: Computer Science unplugged - A support and study program for children of primary school age. 2002.
  • Jens Gallenbacher: The IT adventure: IT you can touch - from route planners to online banking. 2nd edition. Spektrum Akademischer Verlag 2008.

Web links

Individual evidence

  1. a b Schmid, U. / Gärtig-Daugs, A .: Ten years of elementary computer science - elementary computer science skills as the basis for non-consuming and reflective use of computer media in pre-school and primary school. Workshop reports on elementary informatics . tape 1 , 2017, urn : nbn: de: bvb: 473-opus4-497698 .
  2. a b Computer Science Unplugged. Retrieved September 21, 2017 (American English).
  3. Youngest offspring in computer science | The "Stephansriesen" playfully practice with pixels, bits and bytes. Retrieved October 19, 2017 .
  4. Computer Science Kindergarten | Kindergarten workshop at the Otto Friedrich University in Bamberg on the subject of "Painting and designing with the computer". Retrieved October 4, 2017 .
  5. a b c d Gärtig-Daugs, A / Weitz, K. / Wolking, M. / Schmid, U .: Computer science experimenter's kit for use in preschool and primary school . In: J. Vahrenhold & E. Barendsen (Eds.): WiPSCE '16: Proceedings of the 11th Workshop in Primary and Secondary Computing Education . Münster, S. 66-71 .
  6. Stierle, M .: Computer science in elementary education - a challenge for the professionalization of educational specialists (poster abstract) . In: I. Diethelm (Ed.): IT education to understand and shape the digital world, Lecture Notes in Informatics (LNI) . 17th Symposium Computer Science and School 2017, p. 441-442 .
  7. Weitz, K. / Gärtig-Daugs, A. / Knauf, D. / Schmid, U .: Computer Science in Early Childhood Education - Pedagogical Beliefs and Perceived Self-Confidence in Preschool Teachers (Poster Abstract) . Ed .: E. Barendsen & P. ​​Hubwieser. WiPSCE '17: Proceedings of the 12th Workshop in Primary and Secondary Computing Education (forthcoming) 2017.
  8. a b Steinhäuser, A .: Supplementary eLearning offer for pedagogical specialists from the preschool and elementary school sector for an easy introduction to elementary informatics (poster abstract) . In: I. Diethelm (Ed.): IT education to understand and shape the digital world, Lecture Notes in Informatics (LNI) . 17th Symposium Computer Science and School, p. 439-440 .
  9. ^ Reinmann, G .: Blended learning in teacher training . In: Basics for the conception of innovative learning environments . Lengerich, S. 37 .
  10. Millwood, R., Strong, G., Breshnihan, N., Cowan, P .: CTWINS - improving Computional Thinking confidence in educators through paired activities . In: Vahrenhold, J., Barendsen, E. (Ed.): WiPSCE 2016. Proceedings of the 11th Workshop in Primary and Secondary Computing Education . Münster 2016, p. 106-107 .
  11. Brandhofer, G .: Teaching / learning theories and media didactic action . In: A study on the digital skills of teachers in schools . Marburg 2017, p. 33-37, 41-47 .
  12. Wolking, M. / Schmid, U .: Mental Models, Career Aspirations, and the Acquirement of Basic Concepts of Computer Science in Elementary Education . In: E. Barendsen & P. ​​Hubwieser (Eds.): Empirical Evaluation of the Computer Science Experimenter's Kit (Poster Abstract) . WiPSCE '17: Proceedings of the 12th Workshop in Primary and Secondary Computing Education (forthcoming) 2017.
  13. Gärtig-Daugs, A. / Weitz, K. / Schmid, U .: childhood models of the digital world (Poster Abstract) . In: I. Diethelm (Ed.): IT education to understand and shape the digital world, Lecture Notes in Informatics (LNI) . 17th Symposium Computer Science and School, p. 419-420 .
  14. Schwill, A .: When can you start doing computer science with children? - A study of children's computer skills . In: R. Keil-Slawik & J. Magenheim: nformatikunterricht und Medienbildung, GI-Edition (Ed.): INFOS . 2001-9 edition. GI symposium computer science and school at the University of Paderborn, 2001, p. 13-30 .
  15. Borowski, C., Diethelm, I., Mesaroş A.-M .: Computer Science Education in General Education in Primary School No. 15 October 2010, accessed on 21 September 2017 .
  16. Borowski, C., Dehé, M., Hühnlein, F., Diethelm, I .: Children on the way to computer science: How does the Internet work? In: Weigend, M .; Thomas, M., Otte, F. (Ed.): Practical contributions to INFOS 2011, computer science with head, heart and hand . No. 244-253 . Münster, Bonn 2011.
  17. Borowski, C .: Children on the way to computer science: Robots in elementary school . In: N. Breier, P. Stechert & T. Wilke (Eds.): INFOS 2013 . tape 15 . GI symposium "Computer Science and School", Kiel 2013.
  18. ^ Romeike, R., Reichert, D .: PicoCrickets as access to computer science in primary schools . In: Thomas, M. (Hrsg.): Informatik in Bildung und Beruf :, Proceedings for the 14th GI symposium "Informatik und Schule - INFOS" 2011 . Münster, Bonn 2011, p. 177-186 .
  19. Bergner, N., Leonhardt, T., Schroeder, U .: Zauberschule Informatik - Insight into the world of informatics for children of primary school age. In Weigend . In: Thomas, M., Otte, F. (Ed.): Practical contributions to INFOS 2011, computer science with head, heart and hand . Münster, Bonn 2011, p. 132-141 .
  20. Zauberschule Informatik - A first insight into the world of informatics | Computer science school laboratory - InfoSphere, discover computer science in modules for all school types and grades. Retrieved September 21, 2017 .
  21. Ulrike Lucke : Das Computer - Freundebuch: An approach to computer science in elementary school . In: Weigend, M .; Thomas, M., Otte (Ed.): Practical contributions to INFOS 2011, computer science with head, heart and hand . Münster, Bonn 2011, p. 207-214 .
  22. Gallenbacher, J., Gose, K., Heun, D .: Stranded on the Treasure Island - treasure raising with computer science in elementary school . In: Gallenbacher, J. (Ed.): Understanding Computer Science in General Education, Lecture Notes in Informatikcs (LNI) . Society for Computer Science, Bonn 2015, p. 101-110 .
  23. Weigend, M .: Algorithmics in Elementary Schools . In: Bernhard Koerber (Ed.): The future needs an origin. 25 years "INFOS - Computer Science and School" INFOS 2009 Proceedings . Bonn 2009, p. 97-108 .
  24. ^ Geldreich, K., Funke, A., Hubwieser, P .: A Programming Circus for Primary Schools . In: LNCS 9973: Informatics in Schools, Improvement of Informatics Knowledge and Perception, 9th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives . 2016, p. 49-50 .
  25. Wendlandt, K., Wendlandt, M., Hoffmann, S .: Algorithmizing in elementary school age . In: INFOS 2017 . 2017.