The nature of physical computing in schools: findings from three years of practical experience

The recent integration of physical computing in computer science (CS) school curricula has led to an urge for suitable tools, elaborate lesson plans, best practice reports and detailed descriptions and manuals. Creatively designing tangible interactive objects or systems using programmable hardware, as many international reports show, supports motivation, creativity and constructionist learning. However, physical computing in schools often neglects the creative aspects and project character of the discipline. Existing reports at relevant conferences about physical computing in CS education mostly focus on extracurricular activities that can not be transferred to regular school lessons easily, as aims in the classroom often differ. Thus, in this paper, we investigate the possibilities how physical computing can be integrated in schools in such a way that its character remains and goals of school teaching can be reached at the same time. We interviewed six teachers about their classroom experience with physical computing. We describe their approach of lesson planning and structuring and analyze their experience concerning the problems that arose and solutions they found, resulting in a blue print process model for physical computing in CS teaching with adjustment screws that teachers manipulate to make their projects a success for learning.