Conference contribution


"Now they just start working, and organize themselves" First Results of Introducing Agile Practices in Lessons


Publication Details
Author(s): Kastl P, Romeike R
Editor(s): Gal-Ezer, J.; Sentance, S.; Vahrenhold, J.
Publisher: ACM
Publishing place: New York, NY, USA
Publication year: 2015
Conference Proceedings Title: Proceedings of the Workshop in Primary and Secondary Computing Education
Pages range: 25-28
ISBN: 978-1-4503-3753-3
Event: WiPSCE '15 Workshop in Primary and Secondary Computing Education
Event location: London, UK

Abstract

This paper demonstrates a design-based-research (DBR) framework that provides the basis for refining agile practices and artefacts for school projects. It takes into account the pedagogical content knowledge of teachers by combining theory with practice. Based on qualitative analysis of material of the initial iteration of the DBR process, the findings provide an empirical basis demonstrating difficulties of teachers and students with sequential models. In addition, the preliminary findings substantiate the assumption that agile practices reduce teachers' effort in design and use of project-based-learning modules.



How to cite
APA: Kastl, P., & Romeike, R. (2015). "Now they just start working, and organize themselves" First Results of Introducing Agile Practices in Lessons. In Gal-Ezer, J.; Sentance, S.; Vahrenhold, J. (Eds.), Proceedings of the Workshop in Primary and Secondary Computing Education (pp. 25-28). New York, NY, USA: ACM.

MLA: Kastl, Petra, and Ralf Romeike. ""Now they just start working, and organize themselves" First Results of Introducing Agile Practices in Lessons." Proceedings of the WiPSCE '15 Workshop in Primary and Secondary Computing Education, London, UK Ed. Gal-Ezer, J.; Sentance, S.; Vahrenhold, J., New York, NY, USA: ACM, 2015. 25-28.

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