This practical report explores the impact of forced learning design changes due to the Corona pandemic. At the School of Education Northwestern Switzerland over 2000 K-6 pre-service elementary school teachers got educated in computer science and computer science education over the last five years employing a learning design evolved through a Design Based Implementation Research (DBIR) approach. Assessing efficacy of the course through effect sizes the 2019 courses have served as pre-Corona baseline. Changing hastily in 2020 to online learning dramatically shifted the learning design in ways not initially anticipated in the DBIR process. Collaborative face-to-face (f2f) learning activities got replaced with individual online learning. Employing effect sizes has allowed us to quantify a Corona effect by comparing self-efficacy measures before Corona and during Corona. While there where only small effect sizes (0.5 > Cohen's d ≥ 0.2) all these small effects were positive suggesting that the individual/online seminar worked slightly better than the collaborative/f2f seminar. The report highlights the most important changes to the learning design and compares 2019 with 2020 using effect sizes. For the most part the report can only speculate about the most relevant factors in the design change resulting in the unexpected overall improvement of course efficacy. It could be the shift from collaborative to individual practices, the mandatory peer feedbacks, or the online learning situation.
{"title":"Quantifying the Corona Effect: How much the pandemic-induced switch from face-to-face to online teaching increased students' self-efficacy – a practical report.","authors":"Nicolas Fahrni, A. Repenning","doi":"10.1145/3556787.3556865","DOIUrl":"https://doi.org/10.1145/3556787.3556865","url":null,"abstract":"This practical report explores the impact of forced learning design changes due to the Corona pandemic. At the School of Education Northwestern Switzerland over 2000 K-6 pre-service elementary school teachers got educated in computer science and computer science education over the last five years employing a learning design evolved through a Design Based Implementation Research (DBIR) approach. Assessing efficacy of the course through effect sizes the 2019 courses have served as pre-Corona baseline. Changing hastily in 2020 to online learning dramatically shifted the learning design in ways not initially anticipated in the DBIR process. Collaborative face-to-face (f2f) learning activities got replaced with individual online learning. Employing effect sizes has allowed us to quantify a Corona effect by comparing self-efficacy measures before Corona and during Corona. While there where only small effect sizes (0.5 > Cohen's d ≥ 0.2) all these small effects were positive suggesting that the individual/online seminar worked slightly better than the collaborative/f2f seminar. The report highlights the most important changes to the learning design and compares 2019 with 2020 using effect sizes. For the most part the report can only speculate about the most relevant factors in the design change resulting in the unexpected overall improvement of course efficacy. It could be the shift from collaborative to individual practices, the mandatory peer feedbacks, or the online learning situation.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131111523","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Dorit Assaf, Sophia Reyes Mury, Lucio Negrini, Melissa Skweres
Computer Science has been introduced as a new subject in the compulsory school curriculum in Switzerland. Research on educational robotics has highlighted potentials of using robots as a hands-on tool to foster computational thinking skills. However, to date these kind of activities are not carried out systematically in schools. To support teachers, a teacher community for educational robotics and computer science education ”Roteco” has been established. Teachers can register for free to a digital platform to find classroom-ready activities, news, articles, and information about training and workshops in their region. Roteco further organizes webinars and events to build the community. Within two years, more than 1,400 teachers have joined the community. In this abstract, we present Roteco, our experiences in establishing the community, platform analytics data as well as a short summary of results from two surveys conducted in 2020 with 87 and in 2021 with 48 teachers. Detailed results can be found in the corresponding journal article [11].
{"title":"”Roteco” - a Swiss teacher community for educational robotics","authors":"Dorit Assaf, Sophia Reyes Mury, Lucio Negrini, Melissa Skweres","doi":"10.1145/3556787.3556808","DOIUrl":"https://doi.org/10.1145/3556787.3556808","url":null,"abstract":"Computer Science has been introduced as a new subject in the compulsory school curriculum in Switzerland. Research on educational robotics has highlighted potentials of using robots as a hands-on tool to foster computational thinking skills. However, to date these kind of activities are not carried out systematically in schools. To support teachers, a teacher community for educational robotics and computer science education ”Roteco” has been established. Teachers can register for free to a digital platform to find classroom-ready activities, news, articles, and information about training and workshops in their region. Roteco further organizes webinars and events to build the community. Within two years, more than 1,400 teachers have joined the community. In this abstract, we present Roteco, our experiences in establishing the community, platform analytics data as well as a short summary of results from two surveys conducted in 2020 with 87 and in 2021 with 48 teachers. Detailed results can be found in the corresponding journal article [11].","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114743962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Clarissa Sabrina Arlinghaus, Stefan Hildebrand, Carol Neumann
The BYTE Challenge is a project of the Gesellschaft für Informatik e.V. (German Informatics Society) which was held for the first time from March to June 2021 as a Computer Science competition for students from all over Germany. More than 800 students from grades 6 to 10 from over 80 schools participated. This report describes the exploratory evaluation of BYTE’21 and gives an outlook for BYTE’22: BYTE courses are equally feasible at preparatory high schools (Gymnasium) and other secondary schools (Oberschule), whereas the results reflect interindividual differences in performance. The course materials is suitable for students of all school types starting from the age of 10. Heterogeneous prior knowledge is balanced out by the course materials. Most participants were able to complete the courses well, found the topics interesting and the difficulty appropriate. The courses on artificial intelligence and game design were particularly popular. Registrations of entire classes are in great demand. Results, feedback and experience were used to expand the challenge into a permanent STEM platform in 2022 for individual pupils and entire school classes.
BYTE挑战赛是德国信息学协会(Gesellschaft f r Informatik e.v.)的一个项目，于2021年3月至6月首次举办，是德国各地学生的计算机科学竞赛。来自80多所学校的800多名六年级至十年级学生参加了此次活动。本报告描述了对BYTE ' 21的探索性评估，并对BYTE ' 22进行了展望:BYTE课程在预备高中(Gymnasium)和其他中学(Oberschule)同样可行，而结果反映了个体之间的表现差异。教材适用于10岁以上各类学校的学生。不同的先验知识被课程材料所平衡。大多数参与者都能很好地完成课程，发现主题有趣，难度合适。人工智能和游戏设计方面的课程尤其受欢迎。整个班级的报名需求很大。结果，反馈和经验被用来将挑战扩展到2022年的单个学生和整个学校班级的永久性STEM平台。
{"title":"BYTE Challenge - from competition to STEM platform","authors":"Clarissa Sabrina Arlinghaus, Stefan Hildebrand, Carol Neumann","doi":"10.1145/3556787.3556863","DOIUrl":"https://doi.org/10.1145/3556787.3556863","url":null,"abstract":"The BYTE Challenge is a project of the Gesellschaft für Informatik e.V. (German Informatics Society) which was held for the first time from March to June 2021 as a Computer Science competition for students from all over Germany. More than 800 students from grades 6 to 10 from over 80 schools participated. This report describes the exploratory evaluation of BYTE’21 and gives an outlook for BYTE’22: BYTE courses are equally feasible at preparatory high schools (Gymnasium) and other secondary schools (Oberschule), whereas the results reflect interindividual differences in performance. The course materials is suitable for students of all school types starting from the age of 10. Heterogeneous prior knowledge is balanced out by the course materials. Most participants were able to complete the courses well, found the topics interesting and the difficulty appropriate. The courses on artificial intelligence and game design were particularly popular. Registrations of entire classes are in great demand. Results, feedback and experience were used to expand the challenge into a permanent STEM platform in 2022 for individual pupils and entire school classes.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122689596","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How should computer-based educational tools represent Machine Learning (ML) systems for didactic purposes? We address this question using constructionist learning theory and the intelligent agent paradigm of AI. ML in this context is understood as generating and improving ”goal-directed” system behaviors by iteratively maximizing a ”goal function”. We give a theoretical outline of the problem domain along the questions: How independent can ML concepts be from concepts of classical computer science (CS)? What are central concepts and processes that ML possesses? What are important properties of structural models of this kind of systems conducive to comprehension? Finally, we propose some design features of educational informatics tools for teaching ML and outline further research needs.
{"title":"Addressing challenges of constructionist modeling of adaptive systems","authors":"Uwe Lorenz, R. Romeike","doi":"10.1145/3556787.3556870","DOIUrl":"https://doi.org/10.1145/3556787.3556870","url":null,"abstract":"How should computer-based educational tools represent Machine Learning (ML) systems for didactic purposes? We address this question using constructionist learning theory and the intelligent agent paradigm of AI. ML in this context is understood as generating and improving ”goal-directed” system behaviors by iteratively maximizing a ”goal function”. We give a theoretical outline of the problem domain along the questions: How independent can ML concepts be from concepts of classical computer science (CS)? What are central concepts and processes that ML possesses? What are important properties of structural models of this kind of systems conducive to comprehension? Finally, we propose some design features of educational informatics tools for teaching ML and outline further research needs.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123368899","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Luisa Gebhardt, M. Leinweber, F. Jacob, H. Hartenstein
Whether a centralized, distributed, or decentralized system approach is selected for Internet-based services affects sovereignty and responsibilities of users and providers alike. Therefore, computer science education can contribute to informed decision-making and citizenship education by teaching power structures of and responsibilities in digital infrastructures. In this practical report, we focus on the example of instant messaging. We analyze three different algorithms for instant messaging that vary in their degree of (de-) centralization. Based on the analysis, we propose a teaching activity called Klemmchat using the concept of computer science unplugged to educate students on the discovered key aspects and trade-offs. We report on results obtained by teaching Klemmchat in two classes in grades 11 and 12. The evaluation shows that the activity is suitable for conveying trade-offs and helping students to engage with the topic. The results, however, leave open whether the acquired understanding affects usage decisions.
{"title":"Grasping the Concept of Decentralized Systems for Instant Messaging","authors":"Luisa Gebhardt, M. Leinweber, F. Jacob, H. Hartenstein","doi":"10.1145/3556787.3556864","DOIUrl":"https://doi.org/10.1145/3556787.3556864","url":null,"abstract":"Whether a centralized, distributed, or decentralized system approach is selected for Internet-based services affects sovereignty and responsibilities of users and providers alike. Therefore, computer science education can contribute to informed decision-making and citizenship education by teaching power structures of and responsibilities in digital infrastructures. In this practical report, we focus on the example of instant messaging. We analyze three different algorithms for instant messaging that vary in their degree of (de-) centralization. Based on the analysis, we propose a teaching activity called Klemmchat using the concept of computer science unplugged to educate students on the discovered key aspects and trade-offs. We report on results obtained by teaching Klemmchat in two classes in grades 11 and 12. The evaluation shows that the activity is suitable for conveying trade-offs and helping students to engage with the topic. The results, however, leave open whether the acquired understanding affects usage decisions.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122514093","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
André Greubel, Hans-Stefan Siller, Stefan Ruzika, Lynn Knippertz
Mathematical modeling is considered a crucial skills, both in modern life and STEM education. Prior research has identified the relevance of working on complex and authentic modelings problems in education. However, up to this point, little of the courses proposed in this area explicitly focus on the role of comprehensive computing technology during mathematical modeling. We bridge this gap by presenting a design and ready-to-use technology for an interdisciplinary course that introduces students to mathematical modeling of complex systems with comprehensive technology. In the course, students are introduced to grid automatons as basic computing model. Furthermore, they can increase their knowledge of mathematical modeling and algorithmic thinking. In this paper, we develop a didactic structure for such a course and present educational technology developed to support this structure. The structure itself consists of three simulation environments and is based on the following problem: “How can we estimate the time it takes to evacuate our school (without an experiment)?”. We describe the structure of the course and the simulation environments in more details and outline potential exercises for such a course.
{"title":"Teaching Mathematical Modeling with Computing Technology: Presentation of a Course based on Evacuations","authors":"André Greubel, Hans-Stefan Siller, Stefan Ruzika, Lynn Knippertz","doi":"10.1145/3556787.3556802","DOIUrl":"https://doi.org/10.1145/3556787.3556802","url":null,"abstract":"Mathematical modeling is considered a crucial skills, both in modern life and STEM education. Prior research has identified the relevance of working on complex and authentic modelings problems in education. However, up to this point, little of the courses proposed in this area explicitly focus on the role of comprehensive computing technology during mathematical modeling. We bridge this gap by presenting a design and ready-to-use technology for an interdisciplinary course that introduces students to mathematical modeling of complex systems with comprehensive technology. In the course, students are introduced to grid automatons as basic computing model. Furthermore, they can increase their knowledge of mathematical modeling and algorithmic thinking. In this paper, we develop a didactic structure for such a course and present educational technology developed to support this structure. The structure itself consists of three simulation environments and is based on the following problem: “How can we estimate the time it takes to evacuate our school (without an experiment)?”. We describe the structure of the course and the simulation environments in more details and outline potential exercises for such a course.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133867580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Already now, pupils come into contact with many phenomena of computer science (CS), especially artificial intelligence (AI) technologies, which appear in different forms and in a variety of applications, in their everyday lives. In this work we present insights into students’ conceptions of AI. For this purpose already conducted research in the field is analysed and initial findings are presented. According to these, students associate AI particularly with autonomously acting systems, which are characterised primarily by human characteristics or behaviour. Finally avenues for further research are identified.
{"title":"Brief Summary of Existing Research on Students’ Conceptions of AI","authors":"Erik Marx, Thiemo Leonhardt, Nadine Bergner","doi":"10.1145/3556787.3556872","DOIUrl":"https://doi.org/10.1145/3556787.3556872","url":null,"abstract":"Already now, pupils come into contact with many phenomena of computer science (CS), especially artificial intelligence (AI) technologies, which appear in different forms and in a variety of applications, in their everyday lives. In this work we present insights into students’ conceptions of AI. For this purpose already conducted research in the field is analysed and initial findings are presented. According to these, students associate AI particularly with autonomously acting systems, which are characterised primarily by human characteristics or behaviour. Finally avenues for further research are identified.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133882472","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. Simmonds, F. Gutiérrez, N. Hitschfeld-Kahler, Catalina Torrent, Cecilia Casanova, Sebastián Toro-Guajardo, Valentín Muñoz
Current advances emphasize that young learners benefit from developing and applying computational thinking (CT) skills to solve problems in a variety of subjects, not limited to mathematics and science. Under this scenario, the inclusion of CT in primary and secondary education will not scale up if pre-service teachers do not actively acquire these skills during their formation. However, how this should be done is not clear. We propose an integration model to infuse CT skills at teacher colleges in Chile, which takes into account our previous work on the topic, as well as current standards, interests, and educational policies in Chile.
{"title":"A Model for Infusing Computational Thinking Skills at Teacher Colleges in a Developing Country","authors":"J. Simmonds, F. Gutiérrez, N. Hitschfeld-Kahler, Catalina Torrent, Cecilia Casanova, Sebastián Toro-Guajardo, Valentín Muñoz","doi":"10.1145/3556787.3556869","DOIUrl":"https://doi.org/10.1145/3556787.3556869","url":null,"abstract":"Current advances emphasize that young learners benefit from developing and applying computational thinking (CT) skills to solve problems in a variety of subjects, not limited to mathematics and science. Under this scenario, the inclusion of CT in primary and secondary education will not scale up if pre-service teachers do not actively acquire these skills during their formation. However, how this should be done is not clear. We propose an integration model to infuse CT skills at teacher colleges in Chile, which takes into account our previous work on the topic, as well as current standards, interests, and educational policies in Chile.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131187736","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the new ”Curriculum 21” in the German-speaking part of Switzerland, media education and informatics have become much more important for compulsory education. However, introducing a new subject is a challenging task. Most university students had no or only very limited opportunities to be exposed to topics of computer science (CS) topics during their school years. To learn more about students’ beliefs and experiences, a preliminary survey was conducted. Open questions were asked to first-year students (n=251) and students in their last semester who had not yet taken any informatics classes during their studies (n=212). However, the students in their last semester had already completed internships in which they could participate in or conduct “Media and Informatics (MI)” classes. This difference is reflected in the responses: The students of the first semester more often mentioned application skills, and a negative attitude towards CS became apparent. In contrast, the students of the last semester frequently named teaching methods and characteristics of informatics classes.
{"title":"Beliefs and Expectations of Primary Student Teachers in Informatics","authors":"B. Spieler, Tobias M. Schifferle, Tobias Berner","doi":"10.1145/3556787.3556868","DOIUrl":"https://doi.org/10.1145/3556787.3556868","url":null,"abstract":"With the new ”Curriculum 21” in the German-speaking part of Switzerland, media education and informatics have become much more important for compulsory education. However, introducing a new subject is a challenging task. Most university students had no or only very limited opportunities to be exposed to topics of computer science (CS) topics during their school years. To learn more about students’ beliefs and experiences, a preliminary survey was conducted. Open questions were asked to first-year students (n=251) and students in their last semester who had not yet taken any informatics classes during their studies (n=212). However, the students in their last semester had already completed internships in which they could participate in or conduct “Media and Informatics (MI)” classes. This difference is reflected in the responses: The students of the first semester more often mentioned application skills, and a negative attitude towards CS became apparent. In contrast, the students of the last semester frequently named teaching methods and characteristics of informatics classes.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131330869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The rising topic of artificial intelligence (AI) is becoming increasingly popular in secondary schools. Due to the recent integration of AI into various school curricula, the topic is gaining more and more importance in Computer Science (CS) Education Research as well. However, prospective CS secondary school teachers hold pre-existing beliefs on AI in school and its relevance. These beliefs thus affect students’ beliefs in the future. In this context, this upcoming research project aims to find an applicable and comprehensive design approach to identify the explicit (i.e. conscious) and implicit (i.e. unconscious) CS student teachers’ beliefs on AI in secondary schools. As a long-term study, the first steps of the process of determining beliefs on AI are described, and ideas for the research design are elaborated.
{"title":"Designing a Research Approach to Investigate Computer Science Student Teachers’ Beliefs on AI in School","authors":"Gia Minh Vo, Alexander Best, Nils Pancratz","doi":"10.1145/3556787.3556812","DOIUrl":"https://doi.org/10.1145/3556787.3556812","url":null,"abstract":"The rising topic of artificial intelligence (AI) is becoming increasingly popular in secondary schools. Due to the recent integration of AI into various school curricula, the topic is gaining more and more importance in Computer Science (CS) Education Research as well. However, prospective CS secondary school teachers hold pre-existing beliefs on AI in school and its relevance. These beliefs thus affect students’ beliefs in the future. In this context, this upcoming research project aims to find an applicable and comprehensive design approach to identify the explicit (i.e. conscious) and implicit (i.e. unconscious) CS student teachers’ beliefs on AI in secondary schools. As a long-term study, the first steps of the process of determining beliefs on AI are described, and ideas for the research design are elaborated.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114807341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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