Algorithms for Kids (AlgoKids)
Team: Peter Hubwieser, Katharina Geldreich
Funding: Bavarian State Ministry for Education and Cultural Affiars
About the project
In the AlgoKids project, a total of 40 teachers from 20 Bavarian elementary schools are given the opportunity to receive further training in the subject area of "Programming in Elementary Schools" and to gain their own experience in classroom implementation.
Interested schools were able to apply from March 2018 based on a call for applications initiated by the Bavarian State Ministry of Education and Culture, Science and the Arts. The in-service training for teachers will take place at the Academy for Teacher Training and Personnel Management in Dillingen from May 2018. In addition, there will be further regional in-service training days as well as support visits in the participating administrative districts.
Teaching materials that were used in the project can be found here.
Final report of the project: Long version (de), Short version (de)
Research content
The participating teachers are to be given the opportunity to acquire both fact-based and didactic-methodological competencies in order to be able to deal with the subject area safely and competently with their students. The scope and content of this training will be investigated in AlgoKids. Furthermore, the primary school teachers will be intensively accompanied, questioned, and supported during their teaching attempts in order to recognize and remove obstacles to the implementation of the concepts on time.
Publications
- Geldreich, K. & Hubwieser, P. (2020). Programming in Primary Schools: Teaching on the Edge of formal and non-formal Learning. In: M. Giannakos (Ed.), Non-Formal and Informal Science Learning in the 21st Century: Current Trends, Research and Practice, Lecture Notes in Educational Technology (LNET). Springer. https://doi.org/10.1007/978-981-15-6747-6_6
- Geldreich, K. & Hubwieser, P. (2020). Implementierung einer Unterrichtssequenz zu Algorithmen und Programmierung in der Grundschule. Eine qualitative Interviewstudie mit Grundschullehrkräften. In: Thumel, M., Kammerl, R. & Irion, T, (Eds.), Digitale Bildung im Grundschulalter. Grundsatzfragen zum Primat des Pädagogischen, kopaed. https://doi.org/10.25593/978-3-86736-543-7
- Geldreich, K. (2019). Programmieren in der Grundschule – aber wie? In: SCHULWELT NRW – Zeitschrift für Lehrerinnen, Lehrer und Schulleitungen in NRW, 1. Jg, 12/2019. S. 6-8. ISSN 2626-823X.
- Geldreich, K., Talbot, M. & Hubwieser, P. (2019). Aufgabe ist nicht gleich Aufgabe – vielfältige Aufgabentypen bewusst in Scratch einsetzen. In: Informatik für alle (INFOS 2019). Bonn: Köllen, pp. 181-190.
- Geldreich, Katharina, Alexandra Simon, und Peter Hubwieser (2019). A Design-Based Research Approach for introducing Algorithmics and Programming to Bavarian Primary Schools: Theoretical Foundation and Didactic Implementation. MedienPädagogik: Zeitschrift für Theorie Und Praxis Der Medienbildung 33 (Februar), 53-75. doi.org/10.21240/mpaed/33/2019.02.15.X.
- Geldreich, Katharina, Talbot, Mike, Hubwieser, Peter. Off to new shores: Preparing Primary School Teachers for Teaching Algorithmics and Programming. In Proceedings of the 13th Workshop on Primary and Secondary Computing Education (WiPSCE '18), pp. 139-144. DOI: doi.org/10.1145/3265757.3265783
- Geldreich, Katharina, Funke, Alexandra, Hubwieser, Peter. Willkommen im Programmierzirkus - Ein Programmierkurs für Grundschulen. In: Informatische Bildung zum Verstehen und Gestalten der digitalen Welt (INFOS 2017). Bonn: Köllen, pp. 327-334.
- Funke, Alexandra, Geldreich, Katharina, Hubwieser, Peter (2016). Primary School Teachers' Opinions About Early Computer Science Education. In Proceedings of the 16th Koli Calling International Conference on Computing Education Research (Koli Calling '16), ACM, pp. 135-139
- Geldreich, Katharina, Funke, Alexandra, Hubwieser Peter (2016). A Programming Circus for Primary Schools. In Proceedings of the 9th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives (ISSEP 2016), pp. 46-47