Submitted Master Thesis of Yannik Kohnke
Yannik Kohnke presents his master thesis on the topic "Computer science lessons at Junior High Schools from the Aachen Area".
Link to thesis
For grammar schools in North Rhine-Westphalia, there is still no core curriculum for the school subject of computer science for secondary level I in the school year 2018/19, so that they have to organise their computer science lessons independently. The question arises as to what computer science lessons look like. What similarities or differences can be found between the grammar schools?
Within the framework of this Master's thesis, these questions will be investigated by examining existing curricula for computer science lessons in the secondary level I of the grammar schools of the city region of Aachen. In addition, 9 interviews were conducted with teachers from the city region of Aachen who are responsible for teaching computer science at their grammar schools. Special emphasis was placed on four core questions: which school offers exist in the informatics area of secondary level I, which informatics contents are taught in secondary level I, which qualifications do the informatics teachers have, and which tools and programming languages are used in secondary level I. The interviews were conducted with teachers from the city region of Aachen. Before the evaluation of the curricula and interviews, an overview of the IT teaching in the lower secondary level is given for all 16 federal states, as well as for Austria, Switzerland, England and the USA. There are clear differences in the design of computer science teaching, but also common problems, such as a lack of personnel in computer science, or the commitment to specific tools or programming languages.
In addition to this overview, existing recommendations (educational standards of the GI), specifications for other types of schools (core curriculum for compulsory elective computer science subjects for comprehensive and secondary schools), a model project for compulsory computer science teaching from year 5, and a first study on this research question are presented.
The interviews will be evaluated by categorising and coding the four core questions beforehand. It is also compared to what extent the statements from the interviews correspond to the existing curricula and which additional information could be obtained from the interviews that was not described in this way in the curricula.
All in all, a good overview of computer science teaching in the lower secondary level at grammar schools in the urban region of Aachen could be given. It was found that ITG teaching is very similar in terms of content, but the framework conditions, in which grades and in what time frame this takes place are very different. It was also possible to show that computer science teaching in the elective area differs greatly between the grammar schools, but that individual topics, such as HTML, are discussed at almost every grammar school. In the outlook there are further possibilities to continue this research work or to focus on other research areas in the field of computer science teaching at lower secondary level.