Encyclopedia of Education and Information Technologies

2020 Edition
| Editors: Arthur Tatnall

Computing Education, Practices in

  • Peter MicheuzEmail author
Reference work entry
DOI: https://doi.org/10.1007/978-3-030-10576-1_259

Synonyms

Introduction

Writing a contribution about practices of computing education is an intriguing but inherently challenging task, and an entire encyclopedia for itself could be elaborated on this subject.

One aspect of this endeavor is the abundance of teaching methods and approaches in classroom settings, and the other is, generally seen, the phenomenon of learning itself and in special teaching and learning in the field of computing. This is still far from being as settled and resting in itself as other traditional disciplines (e.g., languages, mathematics, science subjects, the humanities, arts, and music). As a consequence the following comprehensive summary cannot go into the detail of singular practices in classroom teaching but puts emphasis on an attempt to structure a very wide field without omitting its theoretical foundations.

In contrast to theoretical and prescriptive issues of...

This is a preview of subscription content, log in to check access.

References

  1. Akker J (2010) A curriculum perspective on plurilingual education, for the document “Guide for the development and implementation of curricula for plurilingual and intercultural education”. Council of EuropeGoogle Scholar
  2. Anderson M (2013) The perfect ICT lesson. Independent Thinking Press, CarmarthenGoogle Scholar
  3. Anderson LW, Krathwohl DR (eds) (2001) A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. Longman, New YorkGoogle Scholar
  4. Aßmann U, Ungerer Th (2011) Informatik in der Schule. In: Informatik-Spektrum, Band 24, 001. Bildungsplan Gymnasium Sekundarstufe I, Wahlpflichtfach Informatik, Hamburg, pp 401–405Google Scholar
  5. Bartel H (2000) Informatik: Wünsche und Erwartungen von Schülerinnen und Schülern. Dissertation, Kiel, p 131Google Scholar
  6. Bell T, Newton H (2013) Unplugging computer science. In: Djorde et al (eds) Improving computer science education. Routledge, New York, p 66Google Scholar
  7. Breier N, Alisch S (2014) Zehn Thesen zu einem zeitgemäßen Informatikunterricht. https://d-64.org/gastbeitrag-zehn-thesen-zu-einem-zeitgemäßen-informatikunterricht
  8. Claus V (1995) Informatik in der Schule als Sprachenunterricht. In: Tagungsband der 6. GI- Fachtagung “Informatik und Schule – Infos‘95”. Springer, New YorkGoogle Scholar
  9. Coy W (2005) Informatik … im Großen und Ganzen. LOG IN 136/137:17–23Google Scholar
  10. Dagienė V, Stupuriene G (2014) Informatics education based on solving attractive tasks through a contest. In: Torsten B et al (eds) Comentarii informaticae didacticae. KEYCIT, Potsdam, p 97Google Scholar
  11. Dewey J (1997) How we think. Dover, New YorkGoogle Scholar
  12. Diethelm I, Koubek J, Witten H (2011) IniK – Informatik im Kontext, Entwicklungen, Merkmale und Perspektiven. LOG IN Heft Nr. 169/170:97–105Google Scholar
  13. Furber S (ed) (2012) Shut down or restart? The way forward for computing in UK schools. The Royal Society, LondonGoogle Scholar
  14. GI – Gesellschaft für Informatik e. V (2000) Empfehlungen für ein Gesamtkonzept zur informatischen Bildung an allgemeinbildenden Schulen. 2000. http://fa-ibs.gi.de/fileadmin/gliederungen/fb-iad/fa-ibs/Empfehlungen/gesamtkonzept.htm
  15. GI – Gesellschaft für Informatik e. V (2006) Was ist Informatik? http://www.gi.de/fileadmin/redaktion/Download/was-ist-informatik-kurz.pdf
  16. GI – Gesellschaft für Informatik e. V (2008) Grundsätze und Standards für die Informatik in der Schule. In: Beilage zu LOG IN, 28. Jg. (2008), Heft Nr. 150/151 http://www.informatikstandards.de/
  17. Hartmann W, Friedrich S (2010) Computer science lessons in the field of tension between keystroke and UML. In: Brandhofer G, Futschek G, Micheuz P, Reiter A, Schoder K (eds) 25 years of school informatics in Austria – future with origin. Austrian Computer Society, Vienna, pp 27–28Google Scholar
  18. Hartmann W, Näf M, Reichert R (2006) Informatikunterricht planen und durchführen. Springer, BerlinGoogle Scholar
  19. Hubwieser P et al (2015) A global snapshot of computer science education in K-12 schools. In: Proceedings of the 2015 ITiCSE on Working Group Reports (ITICSE-WGR ‘15). ACM, New York, pp 65–83CrossRefGoogle Scholar
  20. Lau W (2018) Teaching computing in secondary schools. Routledge, New YorkGoogle Scholar
  21. Marsh CJ, Willis G (2003) Curriculum: alternative approaches. Merrill/ Prentice Hall, New YorkGoogle Scholar
  22. Marzano R (2003) What works in schools? What works in schools: translating research into action. Association for Supervision and Curriculum Development (ASCD), Virrginia, USAGoogle Scholar
  23. Meyer H (1987 [2008]) Unterrichtsmethoden, Bd. 1: Theorieband, 1 edn. Scriptor, Frankfurt/M. 12 edn, Cornelsen Scriptor, BerlinGoogle Scholar
  24. Oliver KM (2000) Methods for developing constructivism learning on the web. Educ Technol 40(6)Google Scholar
  25. Passey D (2015) Inclusive technology enhanced learning: overcoming cognitive, physical, emotional & geographic challenges. Routledge, New YorkGoogle Scholar
  26. Reuell P (2013) Understanding student weaknesses, online available at: https://news.harvard.edu/gazette/story/2013/04/understanding-student-weaknesses. The Harvard Gazette, USA
  27. Romeike R (2008) Kreativität im Informatikunterricht Potsdam: Dissertation. http://ddi.cs.uni-potsdam.de/Forschung/Schriften/RomeikeDiss2008.pdf
  28. Rosenshine B (2012) Principles of instruction: research-based strategies that all teachers should know. American Education (Spring 2012):12–39Google Scholar
  29. Schank R (2011) Teaching minds: how cognitive science can save our schools (Englisch) Paperback – Oktober 1, 2011Google Scholar
  30. Scherler K (2013) Evaluate physical education. A teaching method. Czwalina, HamburgGoogle Scholar
  31. Schirmer I (2013) Technik “wofür” anstelle Technik “an sich” – Kontextorientierung als Rahmen für genderbewussten Informatikunterricht. In: Breier N, Stechert P, Wilke T (eds) Informatik erweitert Horizonte. INFOS, Kiel, pp 21–22Google Scholar
  32. Simmons C, Hawkins C (2015) Teaching computing. Sage, London, p 26Google Scholar
  33. Shulman LS (1986) Those who understand: Knowledge growth in teaching. Educational Researcher 15(2):4–14. Sage Publishing. United States.Google Scholar
  34. Taba H (1962) Curriculum development: theory and practice. Harcourt, Brace & World, New YorkGoogle Scholar
  35. UNESCO (2013) International Bureau of Education. Glossary of curriculum terminology. Genf. http://www.ibe.unesco.org
  36. Van Merrienboer JJG, Kirschner PA (2012) Ten steps to complex learning: a systematic approach to four-component instructional design. Routledge, New YorkCrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2020

Authors and Affiliations

  1. 1.Department of Informatics DidacticsAlpen-Adria-UniversityKlagenfurtAustria

Section editors and affiliations

  • Sigrid Schubert
    • 1
  1. 1.Faculty Science and TechnologyUniversity of SiegenSiegenGermany