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| Content Provider | ACM Digital Library |
|---|---|
| Author | Schulte, Carsten |
| Abstract | There are lots of reports about activities that aim at fostering and maintaining interest in computing. These activities rely on different ideas that should help to involve novices and young learners. In this article examples are given and explained from a discipline-specific perspective based on the notion of a dual nature of digital artifacts, which has to be reconstructed and integrated during the process of computer science education. The claim is that learners either focus on the internal computational properties: the structure, or on the more external reasons to use them: the function -- but rarely are able to develop an integrated perspective on both sides. Therefore learning experiences should be designed to bridge these perspectives and enable to perceive the dual nature of digital artifacts. This idea of bridges between structure and function is used to design and analyze learning activities with regard to their potential in fostering and maintaining interest in computer science, especially to those not already interested. This article presents and discusses three examples for such experiments. Based on this, guidelines for experiments as teaching method, and questions for further research are derived. |
| Starting Page | 40 |
| Ending Page | 47 |
| Page Count | 8 |
| File Format | |
| ISBN | 9781450317870 |
| DOI | 10.1145/2481449.2481460 |
| Language | English |
| Publisher | Association for Computing Machinery (ACM) |
| Publisher Date | 2012-11-08 |
| Publisher Place | New York |
| Access Restriction | Subscribed |
| Subject Keyword | K-12 Pedagogy Teaching methods Cs ed research Secondary cs education Gender Didactics of computer science Dual nature Duality reconstruction |
| Content Type | Text |
| Resource Type | Article |
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