Torsten Brinda

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Computer Science (CS) Education research, specifically when focusing on secondary education, faces the difficulty of regionally differing political, legal, or curricular constraints. To date, many different studies exist that document the specific regional situations of teaching CS in secondary schools. This ITiCSE working group report documents the process(More)
Recently, the importance of computer science education in secondary schools has been coming more and more into focus. Students' interests and motivation to pursue a career in CS related fields are highly influenced by school. Also beliefs in the nature of CS are influenced, and necessary foundations in knowledge and skills are built. However, a major(More)
In secondary informatics education in Germany in the field of object-oriented modelling (OOM) a lack of published suitable learning material focussing on modelling instead of programming was found. This especially holds for learner adequate exercises on OOM. In this paper methods for identifying exercise classes by specialist textbook analysis, for(More)
Learning and programming environments used in computer science education give feedback to the users by system messages. These are triggered by programming errors and give only "technical" hints without regard to the learners' problem solving process. To adapt the messages not only to the factual but also to the procedural knowledge of the learners, their(More)
Informatische Unterrichtsinhalte lassen sich erfolgreicher vermitteln, wenn Anwendungsbezüge zur Erfahrungswelt und zum Interessenfeld der Lernenden geschaffen werden. In diesem Zusammenhang richtet sich das Interesse auf einfache Robotersysteme als Unterrichtsmedium und als Unterrichtsgegenstand. Vorgestellt werden die Ergebnisse einer Fallstudie, die(More)
Discovery learning is very desirable not only in secondary education, because it prepares learners for life-long learning. Within secondary Informatics education in Germany, pupils often acquire many concepts by learning to program. To be able to model, to design and to evaluate own solutions, learners must acquire many details of a programming language and(More)
In Germany a conceptual change from strong emphasis of procedural programming to objectoriented modelling (OOM) is on the way within the field of secondary Informatics education. Though recommended and emphasized by Informatics didactists and already embodied in some of Germany’s federal Informatics curricula, the change has not yet reached the majority of(More)
In the year 2004, Bavaria (one of the 16 federal states of Germany) started an innovative subject "Informatics" in its highest type of secondary schools (Gymnasiums). It is comprised of a compulsory stage (grades 6--10), which is followed by an eligible course in grades 11 and 12. The curriculum of the course is based on the "objects first" (or better(More)