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Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education / / Nadine Bergner, Ilan Chabay, Hilde Köster, Johannes Magenheim, Kathrin Müller, Ralf Romeike, Ulrik Schroeder, Carsten Schulte, Stiftung Haus der kleinen Forscher
| Early Computer Science Education – Goals and Success Criteria for Pre-Primary and Primary Education / / Nadine Bergner, Ilan Chabay, Hilde Köster, Johannes Magenheim, Kathrin Müller, Ralf Romeike, Ulrik Schroeder, Carsten Schulte, Stiftung Haus der kleinen Forscher |
| Autore | Bergner Nadine, Prof. Dr. |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Leverkusen, : Verlag Barbara Budrich, 2023 |
| Descrizione fisica | 1 online resource (350 pages) |
| Disciplina | 372.21 |
| Collana | Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der kleinen Forscher“ |
| Soggetto topico |
early childhood education
informatische Bildung Elementar- und Primarbereich STEM frühe Bildung professional development MINT-Bildung |
| ISBN | 3-8474-1816-5 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto | About the Authors Preface Foreword (Ilan Chabay) Introduction (“Haus der kleinen Forscher” Foundation) 1 Overview of the “Haus der kleinen Forscher” Foundation 2 Relevance of Early Computer Science Education 3 Professional Basis for the Subject Area of “Computer Science” Summary of Key Findings (“Haus der kleinen Forscher” Foundation) A Goal Dimensions of Computer Science Education at the Elementary and Primary Level (Nadine Bergner, Hilde Köster, Johannes Magenheim, Kathrin Müller, Ralf Romeike, Ulrik Schroeder, Carsten Schulte) 1 Potential of Computer Science Education 1.1 What is Computer Science? 1.2 Computer Science as a Science 1.3 Construction in Computer Science 1.4 Similarities and Differences in Computer Science in Comparison 1.5 Computer Science and Computer Science Education 1.6 The Relationship of Computer Science Education, Media Education & Digital Education 1.7 Conclusion: Computer Science Education for all 2 Foundation of Goals on the Children’s Level 2.1 Children in Digital Worlds 2.2 Foundations of Learning Psychology 2.3 Access to Computer Science for Children 2.4 International Comparison: Curricula and their Classification in the Competence Model 2.5 Placing the International Standards Within the Framework of a Competence Model for Computer Science Education at the Primary Level 2.6 Results/Conclusion 3 Goals at the Level of the Children 3.1 Overarching Basic Competencies 3.2 Motivation, Interest and Self-Efficacy of Computer Science 3.3 Computer Science Competencies of Children 3.4 Prioritisation of Specific Competence Expectations at the Level of the Children 4 Goals for Early Childhood Educators and Primary School Teachers 4.1 Motivation, Interest and Self-Efficacy 4.2 Attitudes, Approaches and Understanding of Roles 4.3 Computer Science Competencies 4.4 Computer Science Didactic Competencies 4.5 Key Competencies for Dealing With Digital Media 4.6 Conclusion/Recommendations 5 Examples of Prioritised Competence Domains for Computer Science Education 5.1 Examples of Early Computer Science Education 5.2 Summary Heat Map of Priority Setting in the Examples 6 Prerequisites for Successful Early Computer Science Education 6.1 General Conditions for Successful Implementation 6.2 Measuring Instruments to Determine the Prerequisites for Success 7 Conclusion B Professional Recommendations for Informatics Systems (Nadine Bergner, Kathrin Müller) 1 Introduction 2 Overview of Possible Informatics Systems 3 Description and Technical Assessment of Individual Informatics Systems 3.1 Cubetto Robot from Primo Toys 3.2 Beebot from Terrapin 3.3 KIBO from KinderLab Robotics 3.4 Ozobot/Ozobit from Evollve Inc. 3.5 LEGO WeDo 2.0 3.6 Dash & Dot from Wonder Workshop 3.7 Scratch and ScratchJR 3.8 Makey Makey from JoyLabzLLC 3.9 LEGO Mindstorms (NXT & EV3) 3.10 Arduino Microcontroller with ArduBlock 4 Recommendations 5 Conclusion Conclusion and Outlook – How the “Haus der kleinen Forscher” Foundation uses the findings (“Haus der kleinen Forscher” Foundation) 1 Recommendations from the Expert Reports as a Basis for the (further) Development of the Foundation’s Substantive Offerings 1.1 Motivation, Interest and Self-Efficacy when Dealing with Computer Science 1.2 Computer Science Process Domains 1.3 Computer Science Content Domains 1.4 Computer Science Didactic Competencies 1.5 Attitudes, Mindsets and Understanding of Roles with Regard to the Design of Computer Science Education 2 Digital Education – A Chance for Good Early STEM Education for Sustainable Development 3 Scientific Monitoring and Evaluation of the Professional Development Workshops 4 Outlook – Organisational Development in Educational Institutions References Appendix Illustration Credits “Haus der kleinen Forscher” Foundation English Publications issued by the “Haus der kleinen Forscher” Foundation to date |
| Record Nr. | UNINA-9910682581603321 |
Bergner Nadine, Prof. Dr.
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| Leverkusen, : Verlag Barbara Budrich, 2023 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Geschlecht, Bildung, Profession : Ungleichheiten im pädagogischen Berufsfeld / / Susanne Burren, Sabina Larcher-Klee, Elisabeth Joris, Elena Makarova, Béatrice Ziegler, Jana Lindner, Nadine Wenger, Diana Baumgarten, Christa Kappler, Sandra Hupka-Brunner, Regula Julia Leemann, Andrea Pfeifer Brändli, Christian Imdorf, Sandra Hafner
| Geschlecht, Bildung, Profession : Ungleichheiten im pädagogischen Berufsfeld / / Susanne Burren, Sabina Larcher-Klee, Elisabeth Joris, Elena Makarova, Béatrice Ziegler, Jana Lindner, Nadine Wenger, Diana Baumgarten, Christa Kappler, Sandra Hupka-Brunner, Regula Julia Leemann, Andrea Pfeifer Brändli, Christian Imdorf, Sandra Hafner |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Leverkusen, : Verlag Barbara Budrich, 2021 |
| Descrizione fisica | 1 online resource (231 pages) |
| Collana | Studien zu Differenz, Bildung und Kultur |
| Soggetto topico |
gender
Gender Geschlecht professional development profession Professionsentwicklung Profession teaching profession equal opportunities Lehrberuf Chancengleichheit equality educational policy Gleichstellung Bildungspolitik pedagogy Pädagogik |
| ISBN | 3-8474-1556-5 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | ger |
| Nota di contenuto | Inhaltsverzeichnis Einleitung: Geschlecht, Bildung, Profession – Einordnungen ins Themenfeld Susanne Burren, Sabina Larcher Teil 1 Historische Perspektiven auf Geschlecht und Professionsentwicklung Lehrerinnen mach(t)en Politik – gesellschaftspolitische Partizipation an der Schnittstelle zwischen Staatsbürgerschaft, Zivilstand und Berufsidentität seit dem 19. Jahrhundert Elisabeth Joris Hat die Frau „ein Recht auf eine selbständige Existenz?“ Primarlehrerinnen in der Schweiz (19./20. Jh.): Berufstätigkeit, Lohn, Zivilstand Claudia Crotti Soziale Innovation avant la lettre – eine aktuelle Bezugnahme auf Anna Siemsens ‚soziologisch orientierte Erziehungstheorie‘ Katrin Kraus Teil 2 Schule macht Geschlecht? Teilfragen zum Auftrag der Profession Geschlechterungleichheit, Demokratie und die Rolle der Schule. Anforderungen an die Professionalität der Lehrperson aus Sicht der Didaktik der Politischen Bildung Béatrice Ziegler Gendersensible Lehrmittel und Unterrichtsgestaltung: Eine Studie zur Perspektive von Physiklehrpersonen der Sekundarstufe II Elena Makarova, Jana Lindner, Nadine Wenger Teil 3 Geschlechterordnung im pädagogischen Beruf: Ungleichheiten in Ausbildungswegen und Laufbahnen Elternschaft, Erwerbsarbeit und der Faktor Geschlecht – einige Thesen insbesondere zu weiblicher Erwerbsarbeit Diana Baumgarten, Andrea Maihofer Berufe haben ein Geschlecht – Ausbildungswege auch Sandra Hupka-Brunner Gleiche Bildungsangebote, unterschiedliche Auswahlkriterien – zur Bedeutung von Geschlecht bei der Berufswahl „Lehrer*in“ Christa Kappler Lehramtsstudierende in der Schweiz: Zur Bedeutung der Zugangswege Gymnasium, Fachmittelschule und berufliche Grundbildung in Geschlechterperspektive Regula Julia Leemann, Andrea Pfeifer Brändli, Christian Imdorf, Sandra Hafner Ungleichheiten im pädagogischen Berufsfeld: Fazit und weiterführende Fragen Susanne Burren, Sabina Larcher Autor*innen |
| Record Nr. | UNINA-9910571892403321 |
| Leverkusen, : Verlag Barbara Budrich, 2021 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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Rethinking Teacher Education for the 21st Century : Trends, Challenges and New Directions / / Wioleta Danilewicz, Alicja Korzeniecka-Bondar, Marta Kowalczuk-Walędziak, Gracienne Maria Louisa Veronica Lauwers
| Rethinking Teacher Education for the 21st Century : Trends, Challenges and New Directions / / Wioleta Danilewicz, Alicja Korzeniecka-Bondar, Marta Kowalczuk-Walędziak, Gracienne Maria Louisa Veronica Lauwers |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Leverkusen, : Verlag Barbara Budrich, 2019 |
| Descrizione fisica | 1 online resource (402) |
| Soggetto topico |
teacher training
professional development teachers’ competencies for 21st century teaching and learning |
| ISBN |
9783847422419
3847422413 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Cover -- Rethinking Teacher Education for the 21st Century. Trends, Challenges and New Directions -- Contents -- Acknowledgements -- The Editors -- Introduction -- Chapter 1. A Time for Reflection and Dialogue: How Do We Educate Teachers to Meet the Challenges of the 21st Century? (Marta Kowalczuk-Walędziak, Alicja Korzeniecka-Bondar, Wioleta Danilewicz, and Gracienne Lauwers) -- PART I Issues, Trends and Policies -- Chapter 2. Still Building a Better World? Research Reflections on Teacher Educationn and Identity (Amélia Lopes) -- Chapter 3. Reshaping Teacher Training to Get the Right Education System for a Knowledge Society (Gracienne Lauwers) -- Chapter 4. Let It Begin with Me: The Forging of a Professional Teacher Educator Self (Jennifer Yamin-Ali) -- Chapter 5. The Albanian Student-Teacher Perspective on Reasons for Choosing Teaching as a Career (Livia Nano, Nada Kallçiu, and Nikoleta Mita) -- Chapter 6. Educational Agility (Neus Lorenzo Galés and Ray Gallon) -- Chapter 7. No Teacher without a Student…A Theoretical Analysis and Practical Implications of Educational Changes in the Era of Digital Natives (Katarzyna Skok) -- Chapter 8. Initial Teacher Education Policies: A Comparison between Italy and the UK. Recent Trends and Future Prospects (Francesco Magni) -- Chapter 9. Initial Teacher Training Challenges in a Context of Educational Reform in Lithuania (Aušra Rutkienė and Tetiana Ponomarenko) -- Chapter 10. The Teaching Profession in Albania and the Continuous Need for Improvement through Teacher Training Reforms (Heliona Miço) -- Chapter 11. Teaching Practice in the Albanian Context: Student-Teachers' Perceptions regarding their Experience in Teaching (Manjola Zaçellari (Lumani)) -- Chapter 12. Teachers' Workplace and Personal Wellness: Perspectives from South African Legislation and Policies (Erika Kruger and Lynette Jacobs).
PART II Challenges and Tensions -- Chapter 13. An Exploration into the Value of Formative Assessment and the Barriers Associated with the Implementation of Formative Strategies (Frances Green) -- Chapter 14. The Importance of Physical Activity in the Normative Development of Mental Body Representations during Adolescence. Implications for Teacher Education (Beata Mirucka and Monika Kisielewska) -- Chapter 15. Children's Rights and Human Rights as a Key Condition for the Education of Transformative Teachers (Anna Babicka-Wirkus) -- Chapter 16. Are Innovations a Contribution to the Professional Development of Teachers? (Elżbieta Jaszczyszyn and Iwona Lewkowicz) -- Chapter 17. Teachers' Team Learning in the Context of Creating Learning Schools: Implications for Teacher Education (Bożena Tołwińska) -- Chapter 18. Components, Models and Operational Mechanisms of Teacher Collaboration (Katalin Tóth-Pjeczka, Nóra Rapos, and Judit Szivák) -- Chapter 19. Didactic Cooperation between Teachers and Studentsin Higher Education: Utopia or Real Opportunity? (Anna Krajewska) -- PART III Practices and Strategies -- Chapter 20. A COOL Lab for Teacher Education (Barbara Sabitzer, Heike Demarle-Meusel , and Christoph Painer) -- Chapter 21. Intercultural Learning for Pupils and Teachers: A Good Practice Case Study from an Erasmus+ Project (Elisa Briga) -- Chapter 22. A Restorative Approach to Address Cyber Bullying (Roelof Petrus Reyneke) -- Chapter 23. Motivational Strategies of Local and Foreign Students: Socio-Cultural Commonalities and Differences (Julia Kazakova) -- Chapter 24. The Importance of Emotional Intelligence in the Creative Activity of Students (Katarzyna Szorc and Beata Kunat) -- Chapter 25. Exploring Learning and Teaching Needs of Elderly People: A Comparative Study (Emilia Kramkowska, Wioleta Danilewicz, Tomasz Prymak, and Joăo Pedro Constâncio). Index -- U4. |
| Record Nr. | UNINA-9910350188403321 |
| Leverkusen, : Verlag Barbara Budrich, 2019 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
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