[GERMAN] Kreative Aktivitäten mit Smartphones für einen fächerintegrativen Einsatz

Einzelvortrag

Bernadette Spieler1, Vesna Krnjic2
1 Universität Hildesheim, Institut für Mathematik & Angewandte Informatik, Abteilung Informatik-Didaktik
2 Technische Universität Graz, Institut für Softwaretechnologie; spieler@uni-hildesheim.de

Themen: Sekundar I, Digitalisierung & Mathematik, Geometrie, interdisziplinär, MINT
Stichworte: Visuelle Programmierung, Kreativität, Coding, Smartphone, Gender,  Kreative Aktivitäten mit Smartphones für einen fächerintegrativen Einsatz

Kurzfassung: Mit der Lernapp Pocket Code können Schüler/innen zw. 10-17 einfach Programmieren lernen, indem sie kreative Designs entwickeln. Mit grafischen Blöcken und ohne großes Vorwissen, können schnell Anwendungen erstellt werden. Mit einer programmierbaren Stickmaschine werden diese selbst kreierte geometrische Muster dann auf T-Shirts oder Taschen gestickt. Die Stickmuster werden zuerst am Smartphone programmiert und via USB Stick auf die Maschine geladen. Als Resultat haben Schüler/innen etwas Bleibendes zum Anziehen, das sie anderen zeigen können.

Link: https://2020.gdm-tagung.de/
GDM2020 Tagung: 09. – 13.03.2020

“Computer Science for all”: Concepts to engage teenagers and non-CS students in technology

Bernadette Spieler, Maria Grandl, Martin Ebner, Wolfgang Slany
Graz University of Technology, Graz, Austria

Abstract: Knowledge in Computer Science (CS) is essential, and companies have increased their demands for CS professionals. Despite this, many jobs remain unfilled. Furthermore, employees with computational thinking (CT) skills are required, even if they are not actual technicians. Moreover, the gender disparity in technology related fields is a serious problem. Even if companies want to hire women in technology, the number of women who enter these fields is remarkably low. In high schools, most teenagers acquire only low-level skills in CS. Thus, they may never understand the fundamental concepts of CS, have unrealistic expectations or preconceptions, and are influenced by stereotype-based expectations. Consequently, many teenagers exclude computing as a career path. In this research study, we present two promising concepts to overcome these challenges.

Continue reading ““Computer Science for all”: Concepts to engage teenagers and non-CS students in technology”

Evaluation of the Create@School Game-Based Learning–Teaching Approach

Eugenio Gaeta, María Eugenia Beltrán-Jaunsaras, Gloria Cea
Universidad Politécnica de Madrid
Bernadette Spieler
Graz University of Technology
Andrew Burton, David J. Brown, Helen Boulton
Nottingham Trent University
Rebeca Isabel García-Betances, Maria Teresa Arredondo
Universidad Politécnica de Madrid

Abstract: The constructivist approach is interested in creating knowledge through active engagement and encourages students to build their knowledge from their experiences in the world. Learning through digital game making is a constructivist approach that allows students to learn by developing their own games, enhancing problem-solving skills and fostering creativity. In this context two tools, Create@School App and the Project Management Dashboard (PMD), were developed to enable students from different countries to be able to adapt their learning material by programming and designing games for their academic subjects, therefore integrating the game mechanics, dynamics, and aesthetics into the academic curriculum.

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Constructionist Attempts at Supporting the Learning of Computer Programming: A Survey

Michael LODI 1, Dario MALCHIODI 2, Mattia MONGA 2, Anna MORPURGO 2, Bernadette SPIELER 3

1 Alma Mater Studiorum – Università di Bologna & INRIA Focus, Italy
2 Università degli Studi di Milano, Italy
3 Graz University of Technology, Austria

Abstract. Although programming is often seen as a key element of constructionist approaches, the research on learning to program through a constructionist strategy is somewhat limited, mostly focusing on how to bring the abstract and formal nature of programming languages into “concrete”, possibly tangible objects, graspable even by children with limited abstraction power.

Continue reading “Constructionist Attempts at Supporting the Learning of Computer Programming: A Survey”

Female Teenagers in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation

[in peer review]

Bernadette Spieler, Graz University of Technology, Graz, Austria,
bernadette.spieler@ist.tugraz.at
Libora Oates-Indruchova, University of Graz, Austria, libora.oates-indruchova@uni-graz.at
Wolfgang Slany, Graz University of Technology, Graz, Austria, wolfgang.slany@tugraz.at

ABSTRACT
Although teenage girls engage in coding courses, only a small percentage of them plan to pursue Computer Science (CS) as a major when choosing a career path. Gender differences in interests, sense-of belonging, self-efficacy, and engagement in CS are already present at that age. This article presents an overview of gender stereotypes by summarizing the negative impressions
female teenagers experience during CS classes and also influences that may be preventing girls from taking an interest in CS. The study draws on published research since 2006 and argues that those findings point to the existence of the stereotypical image of a helpless, uninterested, and unhappy “Girl in Computing”.

Continue reading “Female Teenagers in Computer Science Education: Understanding Stereotypes, Negative Impacts, and Positive Motivation”

Intersectionality and Computer Science Education: Building sensitivity and awareness

 

Bernadette Spieler, Wolfgang Slany
Graz University of Technology, Graz, Austria
bernadette.spieler@ist.tugraz.at
wolfgang.slany@tugraz.at

Abstract:

School is the only place that many young people will have the opportunity to engage with computer science (CS), to develop their knowledge, new ways of thinking and interest in this area.  However, to inspire and engage students is a challenge for teachers especially to empower those who experience exclusion in technology (e.g., girls). While initiatives such as girls-only events have had much success, they are limited; including only a small percentage of the population and are not realistic in mixed-gender classrooms. Moreover, most  students are not interested, or do not feel intrinsically motivated in learning about Computer Science (CS), thus, it is uncertain that they will join any tech related off-campus activities voluntarily or will not choose optional CS related subjects during their school time voluntarily.

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A Customised App to Attract Female Teenagers to Coding

Bernadette Spieler, Wolfgang Slany
Graz University of Technology, Graz, Austria
bernadette.spieler@ist.tugraz.at
wolfgang.slany@tugraz.at

Abstract: The number of women in IT-related disciplines is far below the number of men, especially in developed countries. Middle-school girls appear to be engaged in coding courses, but when they choose academic majors relevant to their future careers, only few pursue computer science as a major. In order to show students a new way of learning and to engage them with coding activities, we used the learning app Pocket Code. In the “No One Left Behind” H2020 European project, the app was evaluated in several school subjects. An evaluation of the attractiveness of the app shows that students were motivated by Pocket Code’s ease of use and its appealing design; however, girls rated the app less enthusiastically.

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Learning to program in a constructionist way

Michael Lodi, Alma Mater Studiorum – Università di Bologna, Italy
Dario Malchiodi, Mattia Monga, Anna Morpurgo,  Università degli Studi di – Milano, Italy
Bernadette Spieler, Graz University of Technology, Austria

ABSTRACT
Although programming is often seen as a key element of constructionist approaches, the research on learning to program through a constructionist strategy is somewhat limited, mostly focusing on how to bring the abstract and formal nature of programming languages into “concrete” or even tangible objects, graspable even by children with limited abstraction power. However, in order to enable constructionism in programming several challenges must be addressed. One of the crucial diffi culties for novice programmers is to understand the complex relationship between the program itself (the text of the code) and the actions that take place when the program is run by the interpreter. Continue reading “Learning to program in a constructionist way”

Rock bottom, the world, the sky: Catrobat, an extremely large-scale and long-term visual coding project relying purely on smartphones

Kirshan Kumar Luhana, Matthias Mueller, Christian Schindler, Wolfgang Slany, Bernadette Spieler
Institute of Software Technology, Graz University of Technology, Austria

Abstract

Most of the 700 million teenagers everywhere in the world already have their  own smartphones, but comparativelyfew of them have access to PCs, laptops, OLPCs, Chromebooks, or tablets. The free open source non-profit project Catrobat allows users to create and publish their own apps using only their smartphones. Initiated in 2010, with first public versionsof our free appssince 2014 and47releases of the main coding app as of July 2018, Catrobatcurrently has more than 700,000 users from180 countries,is available in 50+ languages, and has been developed so far by almost1,000 volunteers from around the world(“the world”). Continue reading “Rock bottom, the world, the sky: Catrobat, an extremely large-scale and long-term visual coding project relying purely on smartphones”