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dissertation:vorstellungen_von_grundschullehrpersonen_zur_informatik_und_zum_informatikunterricht [2020/11/03 21:10] – Alexander Bestdissertation:vorstellungen_von_grundschullehrpersonen_zur_informatik_und_zum_informatikunterricht [2023/11/05 15:43] (aktuell) – Andreas Grillenberger
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-====== Vorstellungen von Grundschullehrpersonen zur Informatik und zum Informatikunterricht (Dissertation) ======+====== Best (2020): Vorstellungen von Grundschullehrpersonen zur Informatik und zum Informatikunterricht (Dissertation) ======
  
 ===== Referenz ===== ===== Referenz =====
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 ===== Publikation ===== ===== Publikation =====
-Buch und online: **In Veröffentlichung**+Online: [[https://ddi.wwu.de/2020_best_diss|ddi.wwu.de/2020_best_diss]]
  
 ===== Zusammenfassung ===== ===== Zusammenfassung =====
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 Teachers’ beliefs on the subject didactics, the educational sciences and related disciplines, pose an increasing research focus. They are considered a crucial cognitive-affective mental attribute, which affects teachers’ perception and action. Thus, they influence the teaching and learning process as well as the students’ understanding of the nature or philosophy of the subject, of the academic discipline, and of the teaching profession. Teachers’ beliefs are being recorded and evaluated in various national and international surveys with varying assessment models and are now part of different competence models on teachers’ professionalism. In addition, there are numerous empirical and theoretical studies that relate to characteristic, formation, development, function, volatility, effect, etc. of teachers’ beliefs. Recently, the computer science1 education (CSE) community has shown research interest in the beliefs of computer science teachers at secondary schools. The increasing efforts of bringing computer science education to primary schools and non-institutional primary education have raised questions about the beliefs primary school teachers have on computer science as a discipline and as a school subject. This research desideratum has neither been subject to dedicated national or international research. Only very few studies focus on these teachers’ beliefs, which, however, are mostly dedicated to epistemological aspects. Corresponding results and findings could provide valuable advice for teacher training programs, which feature a bottom-up-design and take the existing beliefs of the teachers into account in order to develop sustainable concepts. This study takes three approaches to the research topic regarding primary school teachers’ beliefs towards computer science. First, their explicit (i. e. conscious) beliefs are being collected via guided interviews (𝑛₁=10). Second, their implicit (i. e. unconscious or tacit) beliefs are being documented and inferred while observing a computer science lesson given by the teachers (𝑛₂=3). The lessons took between 90 and 180 minutes. The teaching materials were developed, tested, evaluated and adopted in cooperation with primary school teachers in order to ensure their feasability. This resulted in the following three sets of teaching materials: “Introduction to programming with the Bee-Bot<sup>®</sup> – Let’s operate the robot bee”, “Encryption and Decryption – How safe are secret messages?”, and “Introduction to programming with Scratch<sup>®</sup> – Computer science is this creative”. Third and finally, potential conceptual changes and belief perseverance or conceptual conservatism/robustness have been collecteded in guided interviews (𝑛₃=3). The research was aimed towards generating a theory which could pose as a basis for subsequent theory-testing research projects. The methodologies of grounded theory (GT) as well as design-based research (DBR) have been used in this research. Additionally, findings and related studies have been transferred from the educational sciences and related subject didactics in the field of STEM in order to align the findings regarding primary school teachers’ beliefs towards computer science as a discipline and as a school subject in an interdisciplinary context. Teachers’ beliefs on the subject didactics, the educational sciences and related disciplines, pose an increasing research focus. They are considered a crucial cognitive-affective mental attribute, which affects teachers’ perception and action. Thus, they influence the teaching and learning process as well as the students’ understanding of the nature or philosophy of the subject, of the academic discipline, and of the teaching profession. Teachers’ beliefs are being recorded and evaluated in various national and international surveys with varying assessment models and are now part of different competence models on teachers’ professionalism. In addition, there are numerous empirical and theoretical studies that relate to characteristic, formation, development, function, volatility, effect, etc. of teachers’ beliefs. Recently, the computer science1 education (CSE) community has shown research interest in the beliefs of computer science teachers at secondary schools. The increasing efforts of bringing computer science education to primary schools and non-institutional primary education have raised questions about the beliefs primary school teachers have on computer science as a discipline and as a school subject. This research desideratum has neither been subject to dedicated national or international research. Only very few studies focus on these teachers’ beliefs, which, however, are mostly dedicated to epistemological aspects. Corresponding results and findings could provide valuable advice for teacher training programs, which feature a bottom-up-design and take the existing beliefs of the teachers into account in order to develop sustainable concepts. This study takes three approaches to the research topic regarding primary school teachers’ beliefs towards computer science. First, their explicit (i. e. conscious) beliefs are being collected via guided interviews (𝑛₁=10). Second, their implicit (i. e. unconscious or tacit) beliefs are being documented and inferred while observing a computer science lesson given by the teachers (𝑛₂=3). The lessons took between 90 and 180 minutes. The teaching materials were developed, tested, evaluated and adopted in cooperation with primary school teachers in order to ensure their feasability. This resulted in the following three sets of teaching materials: “Introduction to programming with the Bee-Bot<sup>®</sup> – Let’s operate the robot bee”, “Encryption and Decryption – How safe are secret messages?”, and “Introduction to programming with Scratch<sup>®</sup> – Computer science is this creative”. Third and finally, potential conceptual changes and belief perseverance or conceptual conservatism/robustness have been collecteded in guided interviews (𝑛₃=3). The research was aimed towards generating a theory which could pose as a basis for subsequent theory-testing research projects. The methodologies of grounded theory (GT) as well as design-based research (DBR) have been used in this research. Additionally, findings and related studies have been transferred from the educational sciences and related subject didactics in the field of STEM in order to align the findings regarding primary school teachers’ beliefs towards computer science as a discipline and as a school subject in an interdisciplinary context.
  
-{{tag>Dissertation 2020 Institution:"Universität Münster" Person:"Alexander Best"}}+{{tag>Dissertation 2020 Institution:"Universität Münster" Person:"Alexander Best" Thema:"Lehrerperspektive" Thema:"Grundschule"}}