Physical Computing and its Scope - Towards a constructionist Computer Science Curriculum with Physical Computing
Author(s): Przybylla M, Romeike R
Title edited volumes: Informatics in Education
Publisher: Institute of Mathematics and Informatics
Publishing place: Wien
Publication year: 2014
Conference Proceedings Title: Constructionism and Creativity. Proceedings of the 3rd International Constructionism Conference 2014
Pages range: 278-288
Event: Constructionism 2014
Event location: Wien, Österreich
Physical computing covers the design and realization of interactive objects and installations and allows students to develop concrete, tangible products of the real world, which arise from the learners' imagination. This can be used in computer science education to provide students with interesting and motivating access to the different topic areas of the subject in constructionist and creative learning environments. To make many existing activities and examples of such project ideas available for classroom use and to expand the topic areas suitable for learning in such environments beyond introductory to programming, a physical computing syllabus for computer science courses in general education schools has been developed. In this paper the methods and different perspectives that were taken into account are presented. The resulting syllabus can be used to develop a constructionist computer science curriculum with physical computing.
FAU Authors / FAU Editors How to cite
APA: Przybylla, M., & Romeike, R. (2014). Physical Computing and its Scope - Towards a constructionist Computer Science Curriculum with Physical Computing. In Constructionism and Creativity. Proceedings of the 3rd International Constructionism Conference 2014 (pp. 278-288). Wien: Institute of Mathematics and Informatics.
MLA: Przybylla, Mareen, and Ralf Romeike. "Physical Computing and its Scope - Towards a constructionist Computer Science Curriculum with Physical Computing." Proceedings of the Constructionism 2014, Wien, Österreich Wien: Institute of Mathematics and Informatics, 2014. 278-288.