Abstract
Computer science education in schools focuses in many countries on the use of IT-equipment rather than on foundational concepts informatics of fers. Although this is partly justified by immediate use of IT-literacy of pupils, it is as much due to the lack of deeper knowledge in computing on the part of teachers. But this application-based instruction distorts the pupil’s percep tion of informatics and thus, leads to lack of interest in informatics related professions.
This paper reports on a project that shows both, pupils and teachers, some principles of informatics in order to make the students curious to learn more about it and showing both groups that informatics offers more than its applications. It also shows teachers that concepts of informatics are not too difficult to teach and to grasp.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Preview
Unable to display preview. Download preview PDF.
References
Antonitsch, P., Krainer, L., Lerchster, R., Ukowitz, M.: Kriterien der Studienwahl von Schülerinnen und Schülern unter spezieller Berücksichtiung von IT-Studiengängen an Fachhochschule und Universität; IFF-Forschungsbericht, Universität Klagenfurt, März (2007)
Bell, T., Witten, I.H., Fellows, M.: Computer Science Unplugged. An enrichment and extension programme for primary-aged children (5. 8. 2009), http://www.google.com/educators/activities/unpluggedTeachersDec2006.pdf
Bischof, E., Mittermeir, R.: Informatik erLeben: Beispiele für schülerinnen- und schüleraktivierenden Informatikunterricht, Inst. f. Informatik-Systeme, Alpen-Adria Univrsität Klagenfurt (2008)
Denning, P.J.: Great Principles in Computing Curricula. In: Proc. 35th SIGCSE technical symposium on Computer Science education, pp. 336–341. ACM, New York (2004)
ECDL Fondation, homepage, http://www.ecdl.org/publisher/index.jsp
Fothe, M.: Algorithmen in spielerischer Form. In: Stechert, P. (ed.) Informatische Bildung in der Wissensgesellschaft, Universitätsverlag Siegen, pp. 31–42 (2007)
Gallenbacher, J.: Abenteuer Informatik – IT zum anfassen von Routenplaner bis Online-Banking. Elsevier GmbH, München (2007)
Helmke, A., Renkl, A.: Das Münchner Aufmerksamkeitsinventar (MAI). Ein Instrument zur systematischen Verhaltensbeobachtung im Unterricht. In: Diagnostica 1992, Heft 2, pp. 130–141 (1992)
Kolczyk, E.: Algorithm – Fundamental Concept in Preparing Informatics Teachers. In: Mittermeir, R.T., Sysło, M.M. (eds.) ISSEP 2008. LNCS, vol. 5090, pp. 265–271. Springer, Heidelberg (2008)
Micheuz, P.: Zahlen, Daten und Fakten zum Informatikunterricht an den Gymnasien Österreichs. In: Körber, B. (ed.) Zukunft braucht Herkunft, Proc. INFOS 2009. GI Lecture Notes in Informatics, vol. 156, pp. 243–254. Gesellschaft Für Informatilc (2009)
Nishida, T., Idosaka, Y., Hofuku, Y., Kanemune, S., Kuno, Y.: New Methodology of Information Education with “Computer Science Unplugged”. In: Mittermeir, R.T., Sysło, M.M. (eds.) ISSEP 2008. LNCS, vol. 5090, pp. 241–252. Springer, Heidelberg (2008)
Reiter, A.: Incorporation of Informatics in Austrian Education: The Project “Computer-Education-Society” in the School Year 1984/85. In: Mittermeir, R.T. (ed.) ISSEP 2005. LNCS, vol. 3422, pp. 4–19. Springer, Heidelberg (2005)
Schubert, S., Schwill, A.: Didaktik der Informatik. Spektrum Akademischer Verlag (2004)
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2010 Springer-Verlag Berlin Heidelberg
About this paper
Cite this paper
Mittermeir, R.T., Bischof, E., Hodnigg, K. (2010). Showing Core-Concepts of Informatics to Kids and Their Teachers. In: Hromkovič, J., Královič, R., Vahrenhold, J. (eds) Teaching Fundamentals Concepts of Informatics. ISSEP 2010. Lecture Notes in Computer Science, vol 5941. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-642-11376-5_14
Download citation
DOI: https://doi.org/10.1007/978-3-642-11376-5_14
Publisher Name: Springer, Berlin, Heidelberg
Print ISBN: 978-3-642-11375-8
Online ISBN: 978-3-642-11376-5
eBook Packages: Computer ScienceComputer Science (R0)