Abstract
The author presents results of research on informatics education with emphasis on informatics system comprehension for twenty-first century local, national and global needs. Learners have to create a sustainable cognitive model of a computer to demystify such an informatics system. This can be achieved by fostering system comprehension. The underlying hypothesis of this article is that knowing networked fundamental ideas of informatics and their combination in a system helps learners to develop a cognitive approach to informatics systems. In particular it focuses on the development of networked thinking as a cognitive precondition for mental models of systems. The work contributes to the discussion on what kind of comprehension is required and how far system comprehension can be supported. Assuming there are two pillars of the subject of informatics, i.e., informatics modelling and comprehension of informatics systems, object-oriented design patterns join both together. Knowing about multifaceted interdependencies between the components of a system and the cognitive analysis of such a system is of great value in overcoming the tendency to search for a single cause of an effect. With this in mind, the author offers a theoretical basis as to why design patterns are an essential component of informatics as a subject at secondary level. New media require a new cognitive approach. With regard to the didactic system developed by Brinda and Schubert, exploration modules are an appropriate way to support teaching and learning of design patterns in practice. This article describes a current project developing an exploration module to introduce design patterns with an emphasis on system comprehension to learners at upper secondary level.
Similar content being viewed by others
References
Brinda, T., & Schubert, S. (2002a). Didactic System for object-oriented modelling. In D. Watson & J. Andersen (Eds.), Proceedings of networking the learner. Computers in education (pp. 473–482). Boston: Kluwer.
Brinda, T., & Schubert, S. (2002b). Learning aids and learners’ activities in the field of object-oriented modelling. In D. Passey & M. Kendall (Eds.), Proceedings of TelE-learning—The challenge for the third millennium (pp. 37–44). Boston: Kluwer.
Buschmann, F., Meunier, R., Rohnert, H., & Sommerlad, P. (1996). Pattern-oriented software architecture: A system of patterns. New York: Wiley.
Claus, V., & Schwill, A. (2006). Duden Informatik A–Z. Fachlexikon für Studium, Ausbildung und Beruf. Mannheim: Duden Verlag.
Gamma, E., Helm, R., Johnson, R., & Vlissides, J. (1995). Elements of reusable object-oriented software. Reading, Massachusetts: Addison–Wesley.
Guzdial, M. (1995). Centralized mindset: A student problem with object-oriented programming. In Proceedings of 26th SIGCSE (pp. 182–185). New York: ACM.
Harrer, A., & Schneider, M. (2002). Didaktische Betrachtung zur Unterrichtung von Software—Mustern im Hochschulbereich. In Lecture notes in informatics, 22, (pp. 67–76).
Magenheim, J. (2005). Towards a competence model for educational standards of informatics. In B. Samways (Ed.), 8th IFIP World Conference on Computers in Education (WCCE 2005), 4–7 July 2005, University of Stellenbosch. Cape Town, South Africa: Document Transformation Technologies. cc.Documents/452.pdf.
OMG—Object Management Group (2005). UML Resource Page. Retrieved from http://www.uml.org.
Schneider, M. (2003). Design pattern, a topic of the new mandatory subject informatics. In T. van Weert & R. Munro (Eds.), Proceedings of informatics and the digital society: Social, ethical and cognitive issues (pp. 157–171). IFIP Conference Proceedings, 244, Kluwer, 2003.
Schubert, S. (2005). From didactic systems to educational standards. In B. Samways (Ed.), 8th IFIP World Conference on Computers in Education (WCCE 2005), 4–7 July 2005, University of Stellenbosch. Cape Town, South Africa: Document Transformation Technologies cc. Documents/397.pdf.
Schwill, A. (1997). Computer science education based on fundamental ideas. In D. Passey & B. Samways (Eds.), Proceedings of Information Technology—Supporting change through teacher education (pp. 285–291). London, UK: Chapman Hall.
van Weert T., & D. Tinsley (Eds.) (2000). Information and communication technology in secondary education—A curriculum for schools. Paris: UNESCO. Retrieved from http://www.edu.ge.ch/cptic/prospective/projets/unesco/en/welcome.html.
van Weert, T. (2001). Co-operative ICT-supported learning. A practical approach to design. In R. Keil-Slawik & J. Magenheim (Eds.), Köllen, Bonn Proceedings of Informatikunterricht und Medienbildung (pp. 47–62).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Stechert, P. Informatics system comprehension: A learner-centred cognitive approach to networked thinking. Educ Inf Technol 11, 305–318 (2006). https://doi.org/10.1007/s10639-006-9014-4
Published:
Issue Date:
DOI: https://doi.org/10.1007/s10639-006-9014-4