Dieser Beitrag nimmt Bezug auf den Artikel «Zur Relevanz informatischer Bildung in der Schule für den Erwerb computer- und informationsbezogener Kompetenzen als Teilaspekt von Medienbildung», der an gleicher Stelle in einem früheren Heft erschien. Basierend auf Sekundäranalysen der ICILS 2013-Daten wird darin geschlussfolgert, es gebe einen Zusammenhang zwischen der Belegung von Informatikunterricht in der Schule und geringeren computer- bzw. informationsbezogenen Kompetenzen. Der vorliegende Beitrag legt dar, warum diese und andere Schlussfolgerungen basierend auf dem zur Verfügung stehenden Datenmaterial und der von den Autorinnen gewählten Auswertungsmethodik wissenschaftlich nicht haltbar sind.

The steadily advancing digitalisation of our world requires that the education system adequately prepares everybody for the resulting challenges. Different actors in the education system often see the solution either in digital media education, or computing education. This position paper presents an integrated model – the so-called “Dagstuhl triangle”, which was developed in collaboration of computer scientists, computing and media education researchers, teachers, and IT business and foundations representatives.

In the context of the implementation of computing education for all school students, different implementation models are proposed and discussed: integration of computer science concepts and competencies into existing school subjects, establishment of a separate computing subject, offers of workshops and projects in schools, and out-of-school activities. Within the context of this position paper, the afore-mentioned implementation variants are discussed and evaluated.

In two special issues of the ACM journal "Transactions on Computing Education" (TOCE), 14 extensive case studies about the various situations of Computer Science Education (CSE) in K-12 schools in 12 countries (respectively states) were collected. During the work at the ITiCSE 2015, we have performed a deductive qualitative text analysis on these case studies in order to extract the most useful information. As a category system, we applied some selected categories of the Darmstadt Model that was developed by the working group "Computer Science/Informatics in Secondary Schools" at the ITiCSE 2011. Based on the coding results, we summarized information about the different fields of Computing Education at schools, the intended goals and competencies, the taught content, the applied programming languages and tools and the different forms of assessment and teacher education. Despite the limitations of the analyzed articles, representing just snapshots of complex situations from the specific viewpoint of the respective authors, we were able to collect some interesting results.

Computer Science (CS) Education research, specifically when focusing on secondary education, faces the difficulty of regionally differing political, legal, or curricular constraints. To date, many different studies exist that document the specific regional situations of teaching CS in secondary schools. This ITiCSE working group report documents the process of collecting, evaluating, and integrating research findings about CS in secondary schools from different countries. As an outcome, it presents a category system (Darmstadt Model), as a first step towards a framework that sup-ports future research activities in this field and that supports the transfer of results between researchers and teachers in CS education (CSE) across regional or national boundaries. Exemplary application of the Darmstadt model shows in several important categories how different the situation of CSE in secondary education in various countries can be. The Darmstadt Model (DM) is now ready for discussion and suggestions for improvement by the CSE-community.

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Recently, the importance of computer science education in secondary schools has been coming more and more into focus. Students' interests and motivation to pursue a career in CS related fields are highly influenced by school. Also beliefs in the nature of CS are influenced, and necessary foundations in knowledge and skills are built. However, a major problem is the gap between information and communication technologies (ICT) and computer science (CS). Often pupils have only experiences in ICT, and therefore develop inadequate beliefs about CS. We propose educational standards for CS in lower high school in order to bridge ICT and CS.

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