Petra Kastl

Starting out with Projects: Experiences with Agile Software Development in High Schools

School software projects, as they are common e.g. in German CS classes, traditionally apply inflexible process models, mostly an adapted waterfall model. Typically, such projects are conducted at the end of a school year. In this paper we pursue the question, if and how changing process model and time may help bringing the advantages of project based learning into play. We describe and compare practical experiences of a study with 140 students, considering four different contexts. By applying agile methods, flexibility was gained. The evaluation of the different implementations results in a more holistic and comprehensive view of projects in CSE.

Towards agile practices in CS secondary education with a design based research approach

As in modern approaches to software engineering, agile practices are increasingly receiving attention in CS education in order to address issues that are commonly reported with linear methodologies. Developing a sustainable agile model for a classroom environment requires an approach that brings together both scientific and practical knowledge. Design based research (DBR) provides such a framework for developing, refining and deploying designs of interventions in close collaboration. This paper describes the development of a DBR approach and its rationale for developing and implementing agile practices in CS lessons.

3D Printing as Medium for Motivation and Creativity in Computer Science Lessons

3D printers are a modern technology which is new to most students and can be used to motivate them. However, if the use of a 3D printer is limited to the downloading and printing of prefabricated models, the students will learn little about computer science. In this article, we present an approach for learning basic programming skills, which is based on the programming of three-dimensional objects using turtle graphics in Beetle Blocks. In addition, there should be an interdisciplinary link to the functions taught in mathematics teaching. The motivation was the creation of a 3D figure based on mathematical functions, its creative elaboration and its 3D printing at the end of the sequence. The experience shows that students are inspired by the idea, but the link with mathematical foundations is a challenge.