Fachdidaktische Diskussion von Informatiksystemen und der Kompetenzentwicklung im Informatikunterricht

In the 21st century, informatics systems are ubiquitous.
Therefore, the author presents an educational model for competencies with respect to informatics systems (Chapter 1).
To achieve such competencies at upper secondary level, observable behaviour, internal structure and implementation aspects of informatics systems have to be analysed by students.
Based on a definition of the terms competency (Chapter 2) and informatics system (Chapter 3), the state of the art in Didactics of Informatics is investigated. In the national and international scientific work, (1) educational objectives, (2) themes and subject matters, (3) teaching and learning methods, as well as (4) educational means and media are identified (Chapter 4).


In Chapter 5 the development of the educational model is described.
The approach to competencies with respect to informatics systems concentrates on the observable behaviour of the systems.
We focus on networked fundamental ideas of informatics as a quality factor and structural models of informatics systems. Selected object-oriented design patterns represent networked fundamental ideas. In Section 5.4 design patterns as knowledge representations of fundamental ideas are classified. Systematic exploration of informatics systems is uncommon in informatics education at upper secondary level. Therefore, students' activities are developed according to educational experiments to enable students to use systems consciously (Section 5.5).
Systematic exploration puts students in a position to analyse the observable behaviour as a black box. Given the source code and documentation of a system, experimenting with such a system relates behaviour to its internal structure. Succeeding cognitive processes are also considered in this approach.
To support learning, software was developed, which emphasises fundamental ideas in design patterns and enables experimenting (Section 5.6).
There are two kinds of learning software: (1) The learning software Pattern Park was developed by a student project group. In the software fundamental ideas within design patterns can be understood through a real-life analogy in the context of a theme park. (2) As a second kind of learning software we use small programs, whose internal structure is built by selected design patterns. Their observable behaviour depends on networked fundamental ideas of informatics. These programs can be analysed systematically by students.

Aiming at complementing the normative perspective with concrete learning processes, two classroom practice projects were conducted. These offered results with respect to feasibility of the educational model and acceptance by the students (Chapter 6 and 8). Exemplarily, access control by Proxy design pattern, iteration by Iterator design pattern, and states of systems by State design pattern were chosen.
Cooperation with teachers and conduction of teacher training workshops complement observations within the classroom projects.
The first classroom project resulted in a refinement of theory to foster competencies with respect to informatics systems (Chapter 7).
In particular, perspectives on informatics systems were elaborated. Afterwards, a second classroom project was conducted and evaluated (Chapter 8).
In conclusion of the research project, there is an empirically tested educational model to foster competencies with respect to informatics systems.