ORCID: Bernadette Spieler (0000-0003-2738-019X)
Download full List: “Publication_List_Spieler 112022” (11.2022)
[German] Empfehlungen für gendersensible MINT-Angebote (WhitePaper)
Abstrakt
Der geringe Frauenanteil in den sogenannten MINT-Disziplinen (Mathematik, Informatik, Naturwissenschaften und Technik) ist seit Jahrzehnten Gegenstand interdisziplinärer Forschung. Studien der letzten 10 Jahre widmeten sich vor allem der Untersuchung gesellschaftlicher Einflüsse, insbesondere von Stereotypen und den daraus resultierenden Vorurteilen von Frauen gegenüber MINT-Berufen. Viele dieser Studien stimmen darin überein, dass Mädchen im Alter von 10 bis 15 Jahren in ihrem Interesse an MINT-Berufen besonders beeinflusst werden können, sowohl positiv als auch negativ. In einem 2020 veröffentlichten Literatur-Review der Autorin1 des vorliegenden Whitepapers konnten Interesse, Zugehörigkeitsgefühl und Selbstwirksamkeit als wichtige Antriebsfaktoren identifiziert werden. Vor allem in Studiengängen und Berufen in der Informatik ist der Partizipations-Unterschied zwischen den Geschlechtern besonders gross. Mit der Einführung des Moduls “Medien und Informatik” im Rahmen des “Lehrplan 21” in allen Deutschschweizer Kantonen und der “Éducation numérique” für die französischsprachigen Kantone im Jahr 2021 gab es erstmals eine gemeinsame Grundlage zur Formulierung von Kompetenzen für die Informatik.
Continue reading “[German] Empfehlungen für gendersensible MINT-Angebote (WhitePaper)”Beliefs and Expectations of Primary Student Teachers in
Informatics
Authors:
Bernadette Spieler, bernadette.spieler@phzh.ch, Zurich University of Teacher Education, Centre for Education and Digital Transformation, Zurich, Switzerland
Tobias M. Schifferle, tobias.schifferle@phzh.ch, Zurich University of Teacher Education, Centre for Media Education and Informatics, Zurich, Switzerland
Tobias Berner, tobias.berner@phzh.ch, Zurich University of Teacher Education, Mathematics and Informatics, Zurich, Switzerland
ABSTRACT
With the new “Curriculum 21” in the German-speaking part of Switzerland, media education and informatics have become much more important for compulsory education. However, introducing a new subject is a challenging task. Most university students had no or only very limited opportunities to be exposed to topics of computer science (CS) topics during their school years.
Informatics”
Digital Games in Schools: A Qualitative Study on Teacher’s Beliefs
Authors:
Bernadette Spieler, Zurich University of Teacher Education, Centre of Education and Digital Transformation, Zurich, Switzerland
bernadette.spieler@phzh.ch
Adrian Degonda, Zurich University of Teacher Education, Centre of Media Education and Informatics, Zurich, Switzerland
adrian.degonda@phzh.ch
Abstract: Games are omnipresent for children and young people. In primary and secondary schools in Switzerland, however, games still eke out a niche existence. Topics such as Game Design, Serious Games, or the Game Culture in general offer enormous potential for teaching, and there are many ways for pupils to experience the world of games together. However, specific training programs for teachers are necessary. For many teachers, these topics are less tangible than they are for children. To develop a new curriculum for in-service teachers, this paper addresses the prerequisites for a transversal games-curriculum for primary and secondary schools in Switzerland. In this endeavour, first, links between games and the Swiss Curriculum 21 are presented.
Continue reading “Digital Games in Schools: A Qualitative Study on Teacher’s Beliefs”Maker-Education: Interdisciplinary Computer Science Activities
Authors: Bernadette Spieler, Tobias M. Schifferle
Zurich University of Teacher Education, Lagerstrasse 2, 8090 Zurich, Switzerland
Abstract: Typical characteristics of Making are creative and novel solutions and open, problem-based learning environments. Thereby, Making facilitates interdisciplinary connections and cross-cutting competences, for example, technical understanding, creativity, craft skills, or concepts of sustainability and entrepreneurship. Traditional crafts can be combined with modern technologies such as programmable embroidery machines, 3D printers, laser cutters, or microcomputers. In this way, Making can be an inspiration to further develop a mutual understanding of teaching in tandem with the promotion of creative project activities, simultaneously combining analog and digital tools across disciplines. However, Making is still in its early stages in schools and education. Therefore, much is still undefined and open.
Continue reading “Maker-Education: Interdisciplinary Computer Science Activities”The “Making at School” Project: Planning Interdisciplinary Activities
Authors:Bernadette Spieler, Tobias M. Schifferle, Manuela Dahinden
Abstract
“Making” as a “do-it-yourself” and tinker mentality provides motivating and interdisciplinary ways to experiment and fosters transversal competences such as computational thinking skills. The joint innovation project “Making at School” (https://explore-making.ch; 10/2021 – 9/2023) of the Zurich University of Teacher Education (PHZH), the University of Zurich, and the CreativeLab Zurich is developing various interdisciplinary teacher training courses on Maker-Education for K12-teachers. In addition to a first basic module in spring 2022, advanced modules will be offered in autumn 2022, e.g., Digital Fabrication I (lasercutter, 3D printing) or BioTinkering. Preliminary cardboard and digital versions of a Making planning framework to support teachers in Making are already in development, evaluated, and will be improved using a design research approach together with teachers and (inter-)national experts.
Continue reading “The “Making at School” Project: Planning Interdisciplinary Activities”Exploring Making in Schools: A Maker-Framework for Teachers in K12
Bernadette Spieler, Tobias M. Schifferle, Manuela Dahinden
ABSTRACT
In recent years, the Maker movement has surged in popularity and has become attractive for didactic research. Exploration, creativity, open learning spaces, and problem-orientation are the foundations for successful Maker-Education. While the relevance of Making in higher education is slowly being recognized, it is still uncharted
territory for most schools. As part of the “Making at School” project, the Zurich University of Teacher Education, together with the University of Zurich and the CreativeLab Zurich, is committed to creating interdisciplinary modules for Making, e.g., in biology, computer science, or handicraft. The main goal is to help teachers to develop a Maker mindset by providing ideas for designing their own projects. This paper presents a preliminary planning framework that is evaluated by (inter-)national experts in Making. This first assessment shows that the framework is described as useful and appealing, but still too complex to be used in schools.
[in German] Online-Lehre zu Zeiten von Corona: Kein Problem für die Informatik-Didaktik?
Bernadette Spieler
Zusammenfassung des Beitrags: Die Informatik-Didaktik ermöglicht es, unter Einsatz vielseitiger Technologien neue Unterrichtsideen zu entwickeln, die dann gemeinsam mit Schüler*innen kreativ oder auch spielerisch umgesetzt werden können. Um Informatik auch im Schulunterricht zu verankern, streben viele deutsche Bundesländer die Integration eines Pflichtfaches Informatik an, so auch Niedersachsen: An der Universität Hildes-heim können Lehramtsstudierende Informatik als Erst-/Zweit-oder Drittfach seit 2016/2017 wählen.
Continue reading “[in German] Online-Lehre zu Zeiten von Corona: Kein Problem für die Informatik-Didaktik?”[in German] Gendersensible Gestaltung eines Computational-Thinking-Kurses mit Hilfe des PECC-Modells
Bernadette Spieler, Zurich University of Teacher Education, Centre of Education and Digital Transformation, Zurich, Switzerland
Zusammenfassung: Die Gesamtanzahl der Studentinnen und Absolventinnen in der Informatik ist sehr gering und der Bedarf an Fachkräften insgesamt im Bereich der Informatik kann nicht gedeckt werden. Die Forschung weist auf verschiedene Faktoren für den niedrigen und sogar abnehmenden Anteil von Frauen in der Informatik in Industrieländern hin. Genannt werden unter anderem psychologische Ursachen, soziale Faktoren oder strukturelle Bedingungen. Diese Erklärungen haben eines gemeinsam: Sie erkennen das Alter zwischen 11–15 Jahren als die wesentliche konfiktbildende Phase bei Mädchen an, in der das Interesse an Informatik entweder abnimmt oder anfangs nicht geweckt wird. Kenntnisse in Informatik sind für die Zukunft unerlässlich, doch spielt die Informatik in den meisten Lehrplänen des europäischen Schulsystems eine unbedeutende und unzureichende Rolle und bezieht sich meist auf die Nutzung des Computers als kontextloses Werkzeug.
Continue reading “[in German] Gendersensible Gestaltung eines Computational-Thinking-Kurses mit Hilfe des PECC-Modells”The Science Behind the Art of Engaging: Online Tutoring in Games and Coding
Bernadette Spieler, Zurich University of Teacher Education, Centre of Education and Digital Transformation, Zurich, Switzerland
Abstract: In programming, students usually have different prior knowledge, expectations, and approaches: While some have a stronger need to work collaboratively, share their work, and proceed systematically, others like to search on their own and tinker without needing immediate help or guidance. During periods of restricted physical presence at school locations such as during the Corona pandemic, individual digital solutions were needed to provide online a pedagogical motivation, and different levels of support.
Continue reading “The Science Behind the Art of Engaging: Online Tutoring in Games and Coding”