Sigrid E. Schubert

Competencies for informatics systems and modeling: Results of qualitative content analysis of expert interviews

This article presents the first results of expert interviews conducted within the project MoKoM funded by the German Research Foundation (DFG). These are intended to refine our first theoretically derived competence model comprising competencies in the domains of informatics systems and modeling. In this context, the question arises, which software engineering workflows could be relevant for software engineering education at secondary schools and which are also adequate in professional contexts. Furthermore, it will be exemplarily shown which competence aspects have been added to the theoretical model and how to advance it in an empirical manner.

Competence model for informatics modelling and system comprehension

In this paper we describe the full competence model for informatics modeling and system comprehension that has been developed by a team of researchers in the fields of computer science education, didactics of informatics and psychology. The article presents the development process of the competence model and the corresponding measurement instrument and gives a detailed overview of each of the five competence dimensions.

Competence research: teaching embedded micro/nano systems

In this paper, we present the development and first empirical refinement of a normative competence structure model for higher education in embedded micro systems and prospective embedded nanosystems. This kind of competence model is necessary to progress from a subjective and content oriented design of courses to traceable and outcome-oriented courses. In addition, we show a flexible alternative for teaching embedded systems in cost-intensive courses by building a FPGA laboratory offering remote access. Furthermore, we sketch out a possible way to overcome and teach fault-prone nanodevices in a Bottom-Up approach.

The empirically refined competence structure model for embedded micro- and nanosystems

Teaching the development of embedded micro- and nanosystems needs a well structured foundation. In this paper, we show how we refined our normative competence structure model (NCSM) to an empirical competence structure model (ECSM) by incorporating the results of a survey of German experts in the field of embedded systems. In addition, we introduce a course concept for a new internship which takes the results of the ECSM into account.

Development of E-Learning Design Criteria with Secure Realization Concepts

This article introduces design criteria for e-learning systems based on implications from the disciplines of educational science, software engineering, and information security. Theoretical realization concepts to implement stated requirements are discussed. A conceptual implementation of a proxy server realized within this research project is also presented. This proxy server demonstrates the feasibility of stated concepts and enables outsourcing of security-related tasks to an automated process.

Towards a Competency Model for Teaching Computer Science

To address the special challenges of teaching computer science, adequate development of teachers’ competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers’ beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers’ beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis.

Competence model for embedded micro-and nanosystems

In this paper, we describe the results of an expert survey conducted within the project “Competence development with embedded micro- and nanosystems”. This survey was designed in order to refine our previously derived normative competence structure model for developers of embedded micro-and nanosystems towards an empirically refined competence structure model. Today the size of structural parts of nanosystems has scaled down to as few as a couple of molecules. This results in a lot of challenges regarding permanent and transient faults. Therefore bottom-up development techniques for nanostructured systems are now included into our competence model to prepare future developers to the specific challenges of designing at the nano scale. The evaluation of the content validity of the empirically refined competence structure model was accomplished by the presented expert rating.

A normative competence structure model for embedded micro- and nanosystems development

In our poster, we present the research project Competence development with embedded micro- and nanosystems (KOMINA) promoted by the German Research Foundation and its first step, the development of a normative competence structure model. As a result, we clustered the derived competencies in the following dimensions: (C1) Competencies as preconditions (Basis), (C2) development competencies of embedded micro- and nanosystems (EMNS), (C3) competencies for multi-level development of EMNS and (C4) non-cognitive competencies. While we chose a purely thematic division for braking down C1 and C2 to sub dimensions, we recommend dividing C3 into solution approaches. We exemplify the deduction from a sub dimension to a concrete task of a practical course.

Competence measurement and informatics standards in secondary education

As a result of the OECD Program for International Student Assessment (PISA) the development and assessment of educational standards became a high level objective in the German educational system. Following this tendency the German Informatics Society (GI) in 2008 published educational standards of informatics for lower secondary education that describe minimal informatics requirements for high school students. Up until now, no coherent competence model for the standards exists, but it is essential as a basis for the development of measurement instruments to adequately assess learners competences according to the standards. n nThis paper describes the process and a first specific step to develop such a competence measurement tool for the informatics standards. In order to figure out if it is possible to use already existing competence measurement tools for those purposes we compare the MoKoM competence model with the informatics standards categories. In this project an empirically proofed competence model of Informatics with the target group of senior class students and related measurement tools were developed. n nAs a result of this analytical comparison we identify concurrent competence components of both concepts. For those components already existing empirical items of the MoKoM model could be applied to measure students respective competences of the informatics standards. On the other hand the analysis reveals competence structures according to the standards that still needs to be supplemented with operationalized empirical items.

Development of a competency model for computer science teachers at secondary school level

In order to identify important competencies required for teaching computer science in schools, the research project KUI (Competencies for Teaching Computer Science) granted by the Ministry of Education and Research (BMBF) was founded. At this point in time, there is no consistent competency model for training computer science pre-service teachers in Germany. The development of an adequate model is an important step to establish outcome-oriented guidelines and curricula recommendations. The first framework of a competency model is structured into the dimensions of subject matter knowledge (CK), pedagogical content knowledge (PCK) and non-cognitive competencies (NCC). This article concentrates on the development of the PCK and NCC competency model. It describes our methodological approach, our results of expert interviews to refine the model, and shows an overview of the first competency definitions.