student-centered teaching patterns in the context of computaional thinking problem solving processes
TRANSCRIPT
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Student-‐centered teaching pa0erns in the context of
computa6onal thinking problem solving processes
Bernhard Standl
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Main Goal
„How can computer science lessons be designed and carried out for inspiring students to experience computer science as an exci6ng subject?“
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Field l Thesis lays in the intersec6on of different domains
l Each domain contributes to the thesis and the thesis contributes to each domain.
l This field can be iden6fied as „Subject Didac6cs“
Computer Science
Research in CS Educa6on
Pedagogy
CS Classroom Prac6ce
Field
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Reusability Common cartridge standard Website
Research Design-‐based approach Case studies Mixed methods
Abstrac6on of scenarios to pa0erns Pa0ern form UML class diagram
Iden6fica6on of successful lesson scenarios Ac6vity diagrams Teacher reflec6on
Defini6on of pedagogical approach & content Person-‐centered approach CS curriculum 9th grade
Process l From general pedagogical theories to a subject didac6cs for computer science at 9th grade
l From classroom prac6ce to pa0erns for a be0er reusability
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Pedagogical Background l If the teacher holds certain interpersonal quali6es and students perceive them at least to a certain degree, learning can be more likely significant.
è Learning can be more significant, if the learner is addressed at all levels of learning (Rogers, 1983).
Knowledge and social skills are integral parts of the learning process but the fundament is built by the level of personality and rela6onships.
The aproach chosen for this thesis is the Person-‐centered approach.
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1 Pädagogische Lehrpa0erns für den Informa6kunterricht Person-‐zentrierter Ansatz nach Carl Rogers
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Iden6fica6on of successful scenarios l A lesson plan is improved in prac6ce through a process of applica6on, capturing and refinement.
è The teacher iden6fies in a itera6ve process of planning-‐enactment-‐refinement successful scenarios
Students‘ feedback and the teacher‘s self reflec6on lead to a selec6on of successful scenarios.
Ini6al plan
Carry out
Capture Scenario
Pedagogy CS
Subject Content
Computer Science Lesson
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Pa0ern Development
Pa0ern
Scenarios
Lesson plans & theory
Teacher’s reflec6ons
& experience
è A pa0ern emerges from ini6al lesson plans, experiences, student feedback and tes6ng in prac6ce.
For example was the pa0ern on group work developed based on different experiences made in prac6ce.
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Pa0erns zur Unterrichtsplanung l Pa0erns entstanden im Beratungsfeld von Informa6kern, Fachdidak6kern, Pädagogen und Psychologen
l Ein Pa0ern als eine bewährte, generische Lösung für ein immer wiederkehrendes Problem, das in bes6mmten Situa6onen aueri0.
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Pa0erns l Alexander‘s approach
l Has a strong emphasis on the network context
l Idea from smaller and bigger pa0erns
l Derntl‘s approach l Is aimed at eLearning at ter6ary level l Includes also dynamic elements as ac6vity diagrams
l Intruduces idea of including UML
è A pa0ern is a abstract descrip6on of a solu6on for a problem of an aspect of a student-‐centered computer science lesson.
The pa0ern approach used for this work rests on the form of C. Alexander (1977) with ideas of M. Derntl (2006).
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Pa0erns
Parts of a pa0ern l Intent l Dependencies l Problem l Forces l Solu6on l UML Class Diagram l Example for classroom prac6ce
è The pa0ern structure as chosen for this work is aimed at a high reusability for other teachers.
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Pa0erns in der Unterrichtspraxis
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Von Pa0erns zur Unterrichtseinheit 1. Ausgangspa0erns sind Management und Mo4va4on
2. Darauf aukauend wird eine Tabelle mit den Spalten Zeit, Inhalt, Ak4on und Pa0ern erstellt.
3. Zuerst werden die ersten drei Spalten wie gewohnt ausgefüllt. Die einzige Auflage ist, dass die Anordnung den Pa0erns Management und Mo6va6on entspricht
4. Danach wird jeder Zeile ein passender Pa0ern zugeordnet.
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Beispiel
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Unterrichtsforschung
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Instrumente l Fragebogen
l Haltungen des Lehrers à deskrip6ve Auswertung
l Feedbacksheets l Erhebung von Vorstellungen zu Koopera6on à Inhaltsanalyse und Frequenzzählung
l Interak6onsanalyse l Audioaufzeichnung à Inhaltsananalyse und Kategorisierung
l Classroom Mee6ng l Protokoll à qualita6ve Auswertung der Reflexion
Research approach
Research design
Research instruments
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Forschungssenng forward(100) left(90)forward(100)left(90)forward(100)left(90)forward(100)
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Ergebnisse Haltungen des Lehrers
2.70
3.32
3.64
2.48 2.32
2.39
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
October February June
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Case Study: Mo6va6on for Computer Science Results è This case study inves6gates
the impact of the person-‐centered classroom organiza6on on students' mo6va6on for computer science.
l Students were asked with ques6onnaires in a pre-‐post research senng, enhanced by qualita6ve feedbacksheets at the end of the year.
1: low mo6va6on for computer science 5: very high mo6va6on for computer science
2.20 2.23
2.60
1.59
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
Interven6on Control
Pre
Post
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CS Results
2.31
2.25
2.21
2.10
1.64
2.18
2.59
2.36
2.20
2.28
2.11
1.68
2.34
3.18
2.22
3.56
3.27
3.44
2.57
2.66
2.31
1.33
1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
1) I know how to operate a computer
2) I spend much 6me on the computer
3) I am interested in working with technical equipment
4) I think working on the computer is no stress
5) I have experience with a programming language
6) I think that computer science is an important subject
7) I think the computer science lessons are exci6ng
8) I like to solve problems
9) I like to think in a structural way
10) I think I have to learn a lot for computer science
11) I think computer science is a boring subject
Pre
Post
1: do not agree at all ... 5: fully agree
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CS Results
2.24
2.42
2.42
2.14
1.36
2.15
2.86
2.45
2.18
2.21
2.07
1.03
2.35
1.06
2.30
1.73
1.08
2.13
1.23
1.44
2.30
1.00 1.50 2.00 2.50 3.00 3.50 4.00 4.50 5.00
1) I know how to operate a computer
2) I spend much 6me on the computer
3) I am interested in working with technical equipment
4) I think working on the computer is no stress
5) I have experience with a programming language
6) I think that computer science is an important subject
7) I think the computer science lessons are exci6ng
8) I like to solve problems
9) I like to think in a structural way
10) I think I have to learn a lot for computer science
11) I think computer science is a boring subject
Pre Ctrl
Post Ctrl
1: do not agree at all ... 5: fully agree
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Ergebnisse SchülerInnenvorstellungen Koopera6on
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Ergebnisse Interak6onsanalyse
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Ergebnisse Zusammenfassung l SchülerInnen nahmen die schüler-‐zentrierten Haltungen des Lehrers verstärkt über das Schuljahr wahr
l Verwendete Jugendsprache während Problemlösungsprozessen wirkt von außen kontraproduk6v, wird aber von SchülerInnen als förderlich im Prozess gesehen
l Koopera6on und ein gutes Klima werden als wich6ge Faktoren für das gelingen von Problemlösungsprozessen im Team gesehen
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2 coThink Projekt Problemlösungsstrategien
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Computa6onal Thinking l “I think we must be careful to not teach coding as just a voca6onal skill.” (Booch)
l Prinzip: Informa6sches Denken vor informa6schem Handeln
l Problemlösungsstrategien als Grundlage
l Informa6kisches Denken als Grundlage für die weitere Bildung in Medientechnik und Lernen mit elektronischen Medien
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Lee & Mar6n, CSTA Voice (2016)
“CT refers to the human ability to formulate problems so that their solu6ons can be represented as computa6onal steps or algorithms to be carried out by a computer.”
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Cuny, Snyder, and Wing (2011)
“CT takes place when students are ‘looking at a real-‐world problem in a way that a computer can be instructed to solve it.’”
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Computa(onal Thinking ist nicht die Kompetenz zu denken wie ein Computer sondern in Problemlösungsstrategien zu denken die für den Computer entwickelt wurden.
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coThink Project
Pa0erns + Computa4onal Thinking = coThink Projekt
www.cothink-‐project.com
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coThink Project Ziele l Defini6on einer Problemlösungsstrategie im Kontext “Computa6onal Thinking”
l Design von Unterrichtseinheiten mit Lebensweltbezug der SchülerInnen
l Anwendung von Forschungsdesign für Unterrichtsforschung
l Durchführung und Forschung in Schulklassen (9.-‐11. Schulstufe)
l Evalua6on und Spezifika6on der coThink Problemlösungsstrategie
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l Auf Grundlage von (J. M. Wing, 2006), bieten rezentere Beiträge von (Shuchi Grover & Pea, 2013) und (Garneli, Giannakos, & Chorianopoulos, 2015) einen Überblick zu den vergangenen Beiträgen seither.
l In Bezug auf die Integra6on von Computa6onal Thinking im Primar und Sekundarbereich wird in (Yadav, Zhou, Mayfield, Hambrusch, & Korb, 2011) ein Unterrichtsmodul beschrieben.
l Computa6onal Thinking in Bezug auf Programmieren mit LOGO beschreiben (Voogt, Fisser, Good, Mishra, & Yadav, 2015).
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l In (Weintrop et al., 2013, 2014) wird eine Übersicht zur Implemen6erung von Computa6onal Thinking in Science Unterricht gegeben und in (Curzon, Dorling, Selby, & Woollard, 2014) werden Unterrichtsmethoden dazu beschrieben.
l Eine prägnante Zusammenfassung, worum es bei Computa6onal Thinking im Unterricht geht, beschreiben (D. Barr, Harrison, & Conery, 2010).
l Die Disserta6on (Weinberg, 2013) ist eine geeignete Referenzquelle und Überblickswerk.
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coThink Problemlösungsprozess Das Problem …
…verstehen
…zerlegen
…abstrahieren
Eine Lösung …
…entwerfen
…evaluieren
…generalisieren
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coThink Haltungen l Sicherheit im Umgang mit Komplexität
l Beständigkeit im Umgang mit Problemen
l Offenheit für Mehrdeu6gkeit
l Fähigkeit Probleme ohne eindeu4ge Lösung anzunehmen
l Kompetenz den Prozess mit anderen zu kommunizieren
(D. Barr et al., 2010)
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3 Unterrichtsforschung Topic ID Ques4on
Understanding RQ1 How understand students the problem?
Abstrac4on RQ2 How abstract students the problem?
Decomposing RQ3 How decompose students the problem?
Solving RQ4 How create students a solu6on?
Evalua4on RQ5 How evaluate students the algorithm?
Generaliza4on RQ6 How generalize students the solu6on?
Topic ID Ques4on Complexity RQ7 Are students confident in working with complexity? Persistence RQ8 Is it difficult for students to show persistence in working with problems?
Tolerance RQ9 Are students tolerant for ambiguity? Problems RQ10 Do students deal with open-‐ended problems? Communicate RQ11 Do students communicate and work with others to achieve a common goal or solu6on?
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Forschungsdesign
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Forschungsdesign
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Ergebnisse l Qualita6v
l Aufgabenblä0er und Feedback-‐Sheets geben Einblicke in den Prozess, blieben aber von der Datendichte hinter den Erwartungen
l Beobachtungen: Als effek6ver wurde eine unmi0elbare Reflexion danach erachtet
l Quan6ta6v l Fragebogen zu Haltungen brachten die Erkenntnis, das sich die Einstellung der SchülerInnen über den doch kurzen Zeitraum änderte
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Gesamt
3.81 4.10 4.17
4.38 4.10
4.33 4.23 4.50
4.68
4.15
0.00
1.00
2.00
3.00
4.00
5.00
6.00
RQ7 RQ8 RQ9 RQ10 RQ11
Haltungen Pre-‐/Post-‐Test
PRE
POST
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Zusammenfassung l Pädagogische “Pa0erns” für den Informa6kunterricht als Rahmen
l Forschungsdesign im “mixed methods” Ansatz, strukturiert mit Design-‐based research und Case Studies
l Computa4onal Thinking als Erweiterung bzw. inhaltsgebendes Unterrichtsthema in Verbindung mit Pa0erns
l Ausblick: Computa6onal Thinking + Pa0erns in Verbindung mit informa6schen Anwendungen auf einfachem Eins6egsniveau für Wiener AHS 5. Klasse z.B. mit MIT App Inventor oder Raspberry PI und Evalua6on.
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Referenzen (Auswahl)
l J. M. Wing, “Computa6onal thinking,” Commun. ACM, vol. 49, no. 3, p. 33, 2006.
l C. Rogers, Freedom to Learn for the 80’s. Columbus, Ohio: Charles E. Merrill Publishing Company, 1983.
l J. Cornelius-‐White and A. P. Harbaugh, Learner-‐Centered Instruc(on: Building Rela(onships for Student Success. London: Sage Publica6ons, Inc, 2009.
l L. Cohen, L. Manion, and K. Morrison, Research Methods in Educa(on. Routledge, 2013.
l R. K. Yin, Case Study Research: Design and Methods. London: Sage Publica6ons, 2008.
l R. Motschnig and B. Standl, “Person-‐centered technology enhanced learning: Dimensions of added value,” Comput. Human Behav., vol. 28, 2012.
l B. Standl, “Conceptual Modeling and Innova6ve Implementa6on of Person-‐centered Computer Science Educa6on at Secondary School Level,” University of Vienna, 2014.
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Referenzen (Auswahl)
l Barr, V., & Stephenson, C. (2011). Bringing computa6onal thinking to K-‐12. ACM Inroads, 2(1), 48.
l Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computa6onal thinking in compulsory educa6on: Towards an agenda for research and prac6ce. Educa(on and Informa(on Technologies. Yadav, A., Zhou, N., Mayfield, C., Hambrusch, S., & Korb, J. T. (2011). Introducing computa6onal thinking in educa6on courses. Educa(onal Studies, (2), 465–470.
l Weinberg, A. E. (2013). Computa(onal thinking : an inves(ga(on of the exis(ng scholarship and research. Colorado State University.
l Weintrop, D., Behesh6, E., Horn, M., Orton, K., Jona, K., Trouille, L., & Wilensky, U. (2013). Defining Computa6onal Thinking for Science , Technology , Engineering , and Math.