Zur wissenschaftlichen Fundierung der Schulinformatik

The modular approach as presented in this paper is a viable basis for teaching and assessing informatics in secondary schools. The complex relations between the general theory of science and informatics help to give the modular approach a valid scientific foundation. The subject matter is further elucidated by empirical data and research taking into consideration the learners’ point of view. A closer look at the history teaching informatics at secondary level makes it possible to include the current discussion of how to teach informatics in this research program. A second source is the set of reports based on the informatics teaching experience of members of staff. They are included in this project, too. Hence the focus of this paper is on the relationship between informatics at university and secondary school level. It is the basis for the modular approach. The modular approach is a practical suggestion for teaching IT to advanced students at secondary schools. It is comprised of three modules • the responsible use of informatics resources • elements of theoretical informatics • modelling informatics systems This modular approach is assessed in three different ways: 1. One aspect of the subject matter is the students image of informatics. This is illustrated and exemplified by a sample. 2. A second aspect is the issue of introducing informatics as a requirement in years 5-10 at secondary schools. 3. Finally by developing guiding principles as teaching aid for informatics in secondary schools. The objective of this paper is threefold. It argues that the modular approach is a viable background for teaching informatics. It also provides a framework for planning and assessing informatics lessons as well as integrating informatics resources for classroom use. The successful verification of the modular approach opens the way for further questions and key issues that need to be looked at more carefully in future research. They are of a more general nature and go well beyond teaching informatics at secondary school level. Kaum zwei, drei Jahrzehnte später scheint das Spiel unter den Musikstudenten an Beliebtheit eingebüßt zu haben, dafür aber von den Mathematikern übernommen worden zu sein, und lange Zeit blieb das ein kennzeichnender Zug in der Geschichte des Spiels, daß es stets von derjenigen Wissenschaft bevorzugt und benutzt und weitergebildet wurde, welche jeweils eine besondere Blüte oder Renaissance erlebte.