"Computer Science in Context" and "Learning Fields" in Vocational Computer Science Education Two Unlike Siblings?

Transcription

1 "Computer Science in Context" and "Learning Fields" in Vocational Computer Science Education Two Unlike Siblings? Simone Opel & Torsten Brinda 1 Didactics of Informatics University of Duisburg-Essen

2 Agenda 1. Motivation 2. Criteria-Orientated Comparison 3. Results of Comparison 4. Proposed General Model for Contextualised Computer Science Education 5. Conclusion and Outlook 2

3 General and Vocational CSE General secondary education: Vocational schools of the dual vocational education system : CS as non-mandatory school subject in most federal states of Germany Curricular concepts and contents depend on the respective federal state Common aim: Education for attending university (grammar school) or vocational education (general/ intermediate sec. school) Competence-based and output-orientated curricula No descriptions of or demands for teaching methods or didactical approaches Part of mandatory secondary school system Several professions in computer science e.g. computer specialists Aims: Gaining theoretical skills and knowledge about their profession Acquiring a deep knowledge in all technologies of the training company Preparing the students for the challenges of their profession and lifelong learning The curriculum Consists of learning fields Describes outcomes of learning processes Demands activity-orientated teaching methods 3

4 CSiC and LFCS Two Contextualised Approaches Computer Science in Context (CSiC) General education Contexts from everyday life of the students Learning Field-orientated Computer Science Education (LFCS) Vocational Education Contexts from professional life of the students Common Aspects Principle of contextualisation Current lack of high-quality teaching units Goal Combining both approaches to benefit from each other Developing the requirements for a general model of contextualised computer science education 4

5 Necessary Aspects Resulting Criteria A Criteria-Orientated Comparison Examination of respective competency models Examination of theoretical approaches Contextualisation and transfer into teaching units Inclusion of organisational and curricular aspects Target group, obligation and foundation in curriculum Underlying theoretical principles and concepts Underlying competency model Orientation on standards and superordinated aims Contextualisation of teaching units 5

6 Results of Comparison - Accordance Development of material is seen as a task for teams of teachers Contexts would lead to a higher level of motivation and interest would help to connect the knowledge to its application should be multidimensional and interdisciplinary Different guidelines and proposals exist, but could be improved 6

7 Result of Comparison - Differences Target Group Obligation Basis for Contextualisation Underlying Competence Model CSiC General secondary computer science education Voluntary teaching concept Idea of situated cognition Everyday life or social environment Indirectly based on cognitiontheoretical model by Weinert Personal disposition and knowledge base, shown as measurable performance Domainspecific and outputorientated LFCS Vocational computer science education Compulsory curricular concept Based on activityorientation LFCS has broader theoretical basis Professional life, uses realistic working processes Based on actiontheoretical outcomeorientated competency model by Roth Competency consists of several holistic dimensions Representation of a hypothetical definetion to classify students action 7

8 Proposed General Model 8

9 Proposed General Model - Requirements Theoretical foundation Selection of basic concepts of computer science Systematic selection of relevant topics Inclusion of existing ideas, standards and conceptual frameworks from CSE Suitable competency model Fundamental aspect of the model Basis: multidimensional structural model with holistic view on competencies provided by LFCS Competency levels have to be added following existing staged models Additional elements Set of criteria for selecting contexts o o o Independent of vocational or general education Supports decision making whether a context is suitable or not Opportunity to expand the set by specialised criteria for vocational or general education Collection of guidelines (not inherent part of the model) o o Supports transfer of the idea into teaching units Supports transfer from vocational to general CS education and vice versa 9

10 Proposed General Model - Application Main purpose: Enabling a comprehensible and theory-based development of contextualised teaching units Each idea has to be reviewed Rejection or Acceptance as suitable for implementation Guidelines support implementation process Definition of the work flow Offering validation checks Offering further resources Result: Complete description of a contextualised teaching unit or learning situation 10

11 Conclusion and Outlook CSiC vs. LFCS Both approaches are very different Most important common aspect: contextualisation of teaching Definition of the requirements for a theory-based model has been successful Next steps: Integration into a formal model description Evaluation by applying on existing teaching material of both approaches Extension for higher education is conceivable 11

12 Any Questions? Contact Information Simone Opel University of Duisburg-Essen Didactics of Informatics Schützenbahn 70, Essen 12

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