The context-based approach inik in light of situated and constructive learning theories

Authors:
Maria Knobelsdorf;Josh Tenenberg
Affiliations:
Department of Computer Science, Technische Universität Dortmund, Dortmund, Germany;Computer Science and Systems, University of Washington, Tacoma, Tacoma, WA
Venue:
ISSEP'13 Proceedings of the 6th international conference on Informatics in Schools: Situation, Evolution, and Perspectives
Year:
2013

Citing 5
Cited 0

Braided teaching in secondary CS education: contexts, continuity, and the role of programming

Proceedings of the 41st ACM technical symposium on Computer science education
The Cambridge Handbook of Situated Cognition

The Cambridge Handbook of Situated Cognition
Exploring teachers' attitudes towards object oriented modelling and programming in secondary schools

Proceedings of the Sixth international workshop on Computing education research
The Design of Everyday Things

The Design of Everyday Things
Email for you (only?): design and implementation of a context-based learning process on internetworking and cryptography

Proceedings of the 7th Workshop in Primary and Secondary Computing Education

Quantified Score

Hi-index	0.00

Visualization

Abstract

"Informatik im Kontext (IniK)" is a recent pedagogical approach introduced for lower secondary (grades 5-10) computing education in Germany. The approach is derived from the context-based teaching approaches developed in science education. In this paper, we will introduce the theoretical framework of these approaches and discuss IniK in relation to them. Addressing the question of decontextualization and student interest, we will suggest possible directions for how the approach could be improved further.