Identifying relevant CS contexts using the miracle question Publikationsdatum:
  Zu finden in: Koli Calling 2010, 2010
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Zusammenfassungen
The context-oriented approach for teaching CS wants to provide a framework to design teaching units that paint a more interesting picture of CS and show the relevance of CS in the students' everyday life. Our approach for identifying and preparing interesting contexts for children is divided into three steps: First, we start from the IT systems children and youths use every day to get hints for a suitable context. Second, we use a variation of the so-called miracle question to narrow and sharpen the focus onto that context. For the analysis, we use qualitative content analysis following Mayring. Finally, the categories we found are analyzed regarding the use for preparing material to ease the design of teaching units for CS in context. We report from our study with 130 children and the analysis of their questions along the context "mobile phone".
The context-oriented approach for teaching CS wants to
provide a framework to design teaching units that paint a
more interesting picture of CS and show the relevance of CS
in the students' everyday life. Our approach for identifying
and preparing interesting contexts for children is divided
into three steps: First, we start from the IT systems children
and youths use every day to get hints for a suitable
context. Second, we use a variation of the so-called miracle
question to narrow and sharpen the focus onto that context.
For the analysis, we use qualitative content analysis following
Mayring. Finally, the categories we found are analyzed
regarding the use for preparing material to ease the design of
teaching units for CS in context. We report from our study
with 130 children and the analysis of their questions along
the context "mobile phone".
Dieses Konferenz-Paper erwähnt ...
 Personen KB IB clear | mpfs Medienpädagogischer Forschungsverbund Südwest | ||||||||||||||||||
 Begriffe KB IB clear | Informatik-Unterricht (Fachinformatik)Computer Science Education,  Kinderchildren,  Mobiltelefonmobile phone,  Unterricht | ||||||||||||||||||
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Dieses Konferenz-Paper erwähnt vermutlich nicht ... 
Nicht erwähnte Begriffe | Bildung, Eltern, Informatik, Informatik-Didaktik, Informatikunterricht in der Schule, LehrerIn, Lernen, Schule |
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3 Erwähnungen
- Koli Calling 2013 - 13th Koli Calling International Conference on Computing Education Research, Koli Calling '13, Koli, Finland, November 14-17, 2013 (Mikko-Jussi Laakso, Simon) (2013)
- The use of code reading in teaching programming (Teresa Busjahn, Carsten Schulte) (2013)
- The use of code reading in teaching programming (Teresa Busjahn, Carsten Schulte) (2013)
- Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing - 11th IFIP TC 3 World Conference on Computers in Education, WCCE 2017, Dublin, Ireland, July 3-6, 2017 (Arthur Tatnall, Mary Webb) (2017)
- 56. What Teachers and Students Know About Data Management - Computer Science on the Schoolyard (Andreas Grillenberger, Ralf Romeike)
- 56. What Teachers and Students Know About Data Management - Computer Science on the Schoolyard (Andreas Grillenberger, Ralf Romeike)
- WiPSCE '21 - The 16th Workshop in Primary and Secondary Computing Education, Virtual Event / Erlangen, Germany, October 18-20, 2021 (Marc Berges, Andraes Mühling, Michal Armoni) (2021)
- What do Students Want to Know About the Digital World? - Investigating Students' Interest in CS through self-generated Questions (Stephan Napierala, Fatma Batur, Torsten Brinda) (2021)
- What do Students Want to Know About the Digital World? - Investigating Students' Interest in CS through self-generated Questions (Stephan Napierala, Fatma Batur, Torsten Brinda) (2021)
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Beat hat Dieses Konferenz-Paper während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Aufgrund der wenigen Einträge im Biblionetz scheint er es nicht wirklich gelesen zu haben. Es gibt bisher auch nur wenige Objekte im Biblionetz, die dieses Werk zitieren.
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