Computer science/informatics in secondary education

  • Authors:

  • Peter Hubwieser;Michal Armoni;Torsten Brinda;Valentina Dagiene;Ira Diethelm;Michail N. Giannakos;Maria Knobelsdorf;Johannes Magenheim;Roland Mittermeir;Sigrid Schubert

  • Affiliations:

  • Fakultät für Informatik, Boltzmannstr, Germany;Weizmann Institute of Science, Rehovot, Israel;University of Erlangen-Nuremberg, Martensstr, Germany;Vilnius University, Vilnius, Lithuania;Carl von Ossietzky Universität, Oldenburg, Germany;Ionian University, Corfu, Greece;University of Potsdam, Potsdam, Germany;University of Paderborn, Paderborn, Germany;Alpen-Adria Universität Klagenfurt Universitätsstr, Klagenfurt, Austria;Universität Siegen, Siegen, Germany

  • Venue:
  • Proceedings of the 16th annual conference reports on Innovation and technology in computer science education - working group reports
  • Year:
  • 2011

Quantified Score

Hi-index 0.00

Visualization

Abstract

Computer Science (CS) Education research, specifically when focusing on secondary education, faces the difficulty of regionally differing political, legal, or curricular constraints. To date, many different studies exist that document the specific regional situations of teaching CS in secondary schools. This ITiCSE working group report documents the process of collecting, evaluating, and integrating research findings about CS in secondary schools from different countries. As an outcome, it presents a category system (Darmstadt Model), as a first step towards a framework that sup-ports future research activities in this field and that supports the transfer of results between researchers and teachers in CS education (CSE) across regional or national boundaries. Exemplary application of the Darmstadt model shows in several important categories how different the situation of CSE in secondary education in various countries can be. The Darmstadt Model (DM) is now ready for discussion and suggestions for improvement by the CSE-community.