Using -- Analysing -- Creating -- Embedding: A Framework for Scaffolded Problem-Based Discovery Learning in Informatics' Education
Authors: 
Lutz Hellmig, Tino HempelAuthors Info & Claims
Lutz Hellmig, Tino HempelAuthors Info & ClaimsPages 17 - 20
Abstract
The idea of inductive learning has become considerable during the last decades. Based on a recall of a classification of different types of inductive learning [9], the authors fill a gap in the set of commonly known methods for inductive learning. Although some components of the method are used occasionally in classrooms, the four-step-principle has not yet been entirely characterised until now. In this paper, the authors draft an example of the method and depict the benefit of using, analysing and creating digital artefacts in K-12 informatics' education by describing the specifications of the phases. Furthermore, the authors underline the importance of the fourth step -- embedding the knowledge by the students.
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- Using -- Analysing -- Creating -- Embedding: A Framework for Scaffolded Problem-Based Discovery Learning in Informatics' Education
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Published: 09 November 2015
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WiPSCE '15: Workshop in Primary and Secondary Computing Education
November 9 - 11, 2015
London, United Kingdom
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