Dr. rer. nat. Stefanie Jäckel


Stefanie Jäckel


Stefanie Jäckel


(+49) 3641 9 46 497



A characterisation of practical teaching entrances from the perspective of teachers and learners

Motivations make it possible to interest and inspire learners with teaching content. From the perspective of computer science didactics, however, they have hardly been researched so far. This work examines motivation in computer science lessons on the basis of practical teaching entrances.

In an explorative study, 12 types of motivating new entrants to teaching are identified, covering a wide range of topics in computer science teaching. The types of motivational classroom entry are described, illustrated by examples and classified. It can be seen that real class entrances motivate in a variety of ways.

The main examination is carried out from both the teacher's and the student's perspective. The theoretical basis is the ARCS model of motivation according to Keller, which has been extended by a didactic component. Vignettes in text and video form are used to characterise the types determined on the basis of their motivating properties. Top groups can be identified which embody individual motivating factors in a special way.

The assessments of teachers and students show similar accumulations regarding the attributed motivating factors. It should be emphasized that the motivational types "discuss current facts", "set development of computer science systems as goal" and the coupling type "set development of computer science systems from everyday life as goal" (can) combine all examined motivational factors in a high degree. Teachers and learners rate the motivation potential of those types that embody general IT aspects as particularly high. The "development of IT systems from everyday life" as a given goal of the teaching unit is considered to have the highest motivation potential by both groups of participants.

In addition, sources of information and materials as well as decision-making bases for motivating new teaching approaches in the individual planning and preparation phase of the teaching staff are examined.

Overall, it can be concluded that motivations in computer science lessons have a successful effect on pupils if they work flexibly with the interests of young people, if they embody the meaning and purpose of the learning action and if they create opportunities for working with and on computer science systems.

In future research, it would be desirable to explore how the motivational effect achieved in the introductory phase can be maintained over longer periods of time.