Informatik ist mehr als Programmieren |  |
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Computer science, and computing
more broadly, is about more than programming.Programming is to CS what proof construction is
to mathematics and what literary analysis is to
English.
Von James J. Lu, George H. L. Fletcher im Text Thinking about computational thinking (2009) 
Computer science is not computer programming. Thinking like a computer scientist means more than being able to program a computer.
Ein Fach Informatik muss [...] deutlich mehr abdecken als die reine Programmierung
oder gar nur das Lernen einer Programmiersprache.
Programmieren ist ein Schritt bei
der Umsetzung eines Modells in eine konkrete Anweisung für
Computer und damit zwar ein notwendiger und wichtiger Bestandteil
der Informatik, aber keineswegs mit ihr gleichzusetzen.
The idea that coding (a subset of programming)
opens the door to many career
opportunities has intrigued the public
because of the successful publicity of Hour
of Code, after-school coding clubs for boys
and girls, and coding competitions.
Programming is used to implement algorithms on computers. While programming is a central activity in computer science, it is only a tool that provides a window into a much richer academic and professional field. That is, programming is to the study of computer science as literacy is to the study of literature.
in der Broschüre A Model Curriculum for K-12 Computer Science (2003) Even when computing is distilled to its
core scientific and engineering principles
it is still a huge field in which
programming is not the lead. The new
Advanced Placement course CS Principles
reflects a much broader view
of computer science for high school
seniors. Code.org’s K–12 curriculum
covers much more than coding.The idea that programming
is the core activity of computer
science is easy to accept and yet it is only
partly true. Computing professionals are
expected to be able to program. But computing
professionals engage in many
other important activities such as designing
software and hardware systems,
networks, databases, and applications.
The inadvertent peril posed by the “learn to code” mania and the cornucopia of websites advocated by avenues such as Code.org is that they may (unwisely) be equated to “CS education” for K-12 schools and educators lacking capacity and skills for teaching computing. While not so drastic, it is somewhat akin to confusing architecture with construction.Erstaunlich oft begegneten einem während der Tagung Erörterungen zum Selbstverständnis
der Informatik. Mehrfach wurde betont, dass die Informatik mehr sei als „nur“ programmieren.
Dieses verkürzte Verständnis, das offenkundig als dominierend in den Alltagsdiskursen
wahrgenommen wird, entspricht nicht der tatsächlichen Komplexität dieses Fachgebiets.
Hierauf wurde großer Wert gelegt
Von Thorsten Junge im Text Tagungsbericht: INFOS 2017 - Informatische Bildung in Schulen (2017) A popular perception of computer science is that it is only about programming.
Although programming is the main tool of the computer scientist, it is not an
end in itself. One computing professional has observed that the most impor-
tant characteristics of a person in her position are attention to detail, good
communication skills, and patience - not programming! (Teague and Clarke,
1993)
Von Tim Bell, Gwenda Bensemann, Ian H. Witten im Text Computer Science Unplugged (1995) auf Seite 1Basic CT concentrates heavily on how to use the listed concepts to write good programs ("coding"). This is good: programming is central to CT. But such a heavy focus on coding reinforces a common public misconception about computing, often called "CS = programming." We fought long and hard in the 1990s to eliminate this perception. It is disconcerting to see it reviving as an unwitting consequence of the narrow view of computing built into Basic CT.Sure, getting all kids to dabble in coding will certainly be better than not, and the many “learn to code” online avenues and fun environments like Scratch and Alice provide access to kids who would otherwise never experience the joy and magic of programming. It is also an immensely powerful way to attract girls and underrepresented minorities to experiment, express and be creative. However, in touting coding as the end game, we are perhaps doing our children a disservice.
There is a shortage of coders in the nation, yes, but true innovation will come from those who understand and think about computing more deeply in disciplines beyond CS.
Block-based programming tools such as Scratch, Alice, Kodu, and web avenues like Khan Academy, Code Academy, and CodeHS (among others), place programming within easy reach of children today. Such tools are built on the “low floor, high ceiling” philosophy, which makes it easy for a beginner to build working programs. Scores of teachers working with elementary and middle school kids around the country, as well the massive Scratch community, will attest to the fact that even 9 and 10 year-olds who tinker in these environments create artifacts and animations literally within minutes of starting out.
Introductory exposure to coding in these environments is easy, hugely gratifying, and motivating. But how deeply do these children engage in computational thinking? The answer is, it depends. Wing underscored that computational thinking involves conceptualizing, not just coding and learning the syntax of a language, and it’s more about the ideas, not the artifacts. It is the thinking we employ to design solutions, not the end product or projects.
3 Vorträge von Beat mit Bezug
- Ist JavaScript das neue Latein?
Warum und welche Informatik in die Schule gehört
30 Jahre Jubiläum SI, Fribourg, 25.06.2013
- Informatik konkret machen
Ideen zum Informatikunterricht in der Volksschule
Fachbereich Medienbildung, PH Zürich, 03.10.2013
- Medien, Informatik und Anwendungskompetenzen
Informatik im Lehrplan 21: Situierung und Umsetzungsideen
Workshop der kantonalen ICT-Center, PHBern, 25.08.2015
3 Einträge in Beats Blog
Erwähnungen auf anderen Websites im Umfeld von Beat Döbeli Honegger
| Website | Webseite | Datum |
|---|---|---|
| Grundlagen der Informatik 16/17 | CS unplugged! | 29.06.2016 |
Zitationsgraph
Zeitleiste
35 Erwähnungen
- On the «Learn to Code» Movement and Its Lies - A hobbyist’s take on the fallacies of the coding hysteria (Hindley Milner)
- Zur Bedeutung des Programmierens im Informatik-Unterricht (Emil Wettstein) (1984)
- Computer Science Unplugged - Capturing the interest of the uninterested (Tim Bell, Gwenda Bensemann, Ian H. Witten) (1995)
- LOG IN 1/1996 (1996)
- Informatik und Schule - Ein Fach im Spiegel neuer Entwicklungen der Fachdidaktik (Heinz Ulrich Hoppe, Wolfram Luther) (1996)
- Informatik und Schule - Ein Fach im Spiegel neuer Entwicklungen der Fachdidaktik (Heinz Ulrich Hoppe, Wolfram Luther) (1996)
- A Model Curriculum for K-12 Computer Science - Final Report of the ACM K-12 Education Task Force Curriculum Committee (Allen B. Tucker, Fadi Deek, Jill Jones, Dennis McCowan, Chris Stephenson, Anita Verno) (2003)
- The field of programmers myth (Peter Denning) (2004)
- Computational Thinking (Jeannette M. Wing) (2006)
- ITiCSE 2009 - Proceedings of the 14th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2009, Paris, France, July 6-9, 2009. (Patrick Brézillon, Ingrid Russell, Jean-Marc Labat) (2009)
- Replacing introductory programming courses with a broader perspective on computing (Gregory W. Hislop) (2009)
- SIGCSE 2009 - Proceedings of the 40th SIGCSE Technical Symposium on Computer Science Education, SIGCSE 2009, Chattanooga, TN, USA, March 4-7, 2009 (Sue Fitzgerald, Mark Guzdial, Gary Lewandowski, Steven A. Wolfman) (2009)
- Thinking about computational thinking (James J. Lu, George H. L. Fletcher) (2009)
- Thinking about computational thinking (James J. Lu, George H. L. Fletcher) (2009)
- Computational Thinking Patterns (Andri Ioannidou, Vicki E. Bennett, Alexander Repenning, Kyu Han Koh, Ashok R. Basawapatna) (2011)
- ITiCSE 2011 - Proceedings of the 16th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education, ITiCSE 2011, Darmstadt, Germany, June 27-29, 2011 (Guido Rößling, Thomas L. Naps, Christian Spannagel) (2011)
- Introducing students to computer science with programmes that don't emphasise programming (Tim Bell, Paul Curzon, Quintin Cutts, Valentina Dagiene, Bruria Haberman) (2011)
- informatik@gymnasium - Ein Entwurf für die Schweiz (Jürg Kohlas, Jürg Schmid, Carl August Zehnder) (2013)
- The Science in Computer Science (Peter Denning) (2013)
- Learning to Code Isn't Enough - A learning scientist's attempt to temper the "learn to code" mania with a healthy dollop of reality (Shuchi Grover) (2013)
- Weltbilder in der Informatik: Sichtweisen auf Profession, Studium, Genderaspekte und Verantwortung - Spektrum der Informatik, Volume 36, Issue 3, June 2013 (2013)
- «Das fängt natürlich an mit irgendwelchen Spielekonsolen» - oder: Was dazu motiviert, Informatik (nicht) zu studieren (Monika Götsch) (2013)
- «Das fängt natürlich an mit irgendwelchen Spielekonsolen» - oder: Was dazu motiviert, Informatik (nicht) zu studieren (Monika Götsch) (2013)
- Was ist Informatik? (Paul Kleiner) (2014)
- c't 14/2014 (2014)
- Computer be-greifen! - Informatik-Unterricht ab der Grundschule (Beat Döbeli Honegger, Jöran Muuß-Merholz) (2014)
- Computer be-greifen! - Informatik-Unterricht ab der Grundschule (Beat Döbeli Honegger, Jöran Muuß-Merholz) (2014)
- Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, London, United Kingdom, November 9-11, 2015 (Judith Gal-Ezer, Sue Sentance, Jan Vahrenhold) (2015)
- Learner-Centered Design of Computing Education - Research on Computing for Everyone (Mark Guzdial) (2015)
- Mehr als 0 und 1 - Schule in einer digitalisierten Welt (Beat Döbeli Honegger) (2016)
- 6. Wozu Informatik? (2016)
- 6. Wozu Informatik? (2016)
- Emerging Research, Practice, and Policy on Computational Thinking (Peter J. Rich, Charles B. Hodges) (2017)
- 13. Computational Thinking in Teacher Education (Aman Yadav, Sarah Gretter, Jon Good, Tamika McLean)
- 13. Computational Thinking in Teacher Education (Aman Yadav, Sarah Gretter, Jon Good, Tamika McLean)
- L. A. multimedia 1-2017 (2017)
- Programmieren in der Schule (Bardo Herzig, Johannes Götz, Peter Liggesmeyer, Christoph Meinel)
- Programmieren in der Schule (Bardo Herzig, Johannes Götz, Peter Liggesmeyer, Christoph Meinel)
- Misconceptions About Computer Science (Peter Denning, Matti Tedre, Pat Yongpradit) (2017)
- ZLV Magazin Juni 2017 - Das neue Fach Medien und Informatik (2017)
- So gelingt aktive Medienbildung (Roland Schaller) (2017)
- So gelingt aktive Medienbildung (Roland Schaller) (2017)
- Programmieren ist das Chemielabor der Informatik (Beat Döbeli Honegger) (2017)
- Coding - Computer + Unterricht Nr. 107/2017 (Stefan Aufenanger) (2017)
- Tagungsbericht: INFOS 2017 - Informatische Bildung in Schulen (Thorsten Junge) (2017)
- Wahres Wissen ist human (Heinz Rhyn) (2017)
- Was heisst «programmieren»? (Beat Döbeli Honegger) (2018)
- Medien im Mathematikunterricht - Tagungsband (Michael Fothe, Birgit Skorsetz, Kinga Szűcs) (2018)
- Digitale Transformation - Beiträge zur Lehrerinnen- und Lehrerbildung 2/2018 (2018)
- Digitale Transformation in Bildung und Schule - Facetten, Entwicklungslinien und Herausforderungen für die Lehrerinnen- und Lehrerbildung (Dominik Petko, Beat Döbeli Honegger, Doreen Prasse) (2018)
- Digitale Transformation in Bildung und Schule - Facetten, Entwicklungslinien und Herausforderungen für die Lehrerinnen- und Lehrerbildung (Dominik Petko, Beat Döbeli Honegger, Doreen Prasse) (2018)
- Should schools teach coding? (Andreas Schleicher) (2019)
- Informatik für alle (Julia Bernewasser) (2019)
- Informatik - Kompetenzentwicklung bei Kindern (Ludger Humbert, Alexander Best, Peter Micheuz, Lutz Hellmig) (2020)
- Computational Thinking for Professionals (Peter Denning, Matti Tedre) (2021)
Biblionetz-History 
