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Background: Scientific thinking is an essential learning goal of science education and it can be fostered by inquiry learning. One important prerequisite for scientific thinking is procedural understanding. Procedural understanding is the knowledge about specific steps in scientific inquiry (e.g. formulating hypotheses, measuring dependent and varying independent variables, repeating measurements), and why they are essential (regarding objectivity, reliability, and validity). We present two studies exploring students’ ideas about procedural understanding in scientific inquiry using Concept Cartoons. Concept Cartoons are cartoon-like drawings of different characters who have different views about a concept. They are to activate students’ ideas about the specific concept and/or make them discuss them. Purpose: The purpose of this paper is to survey students’ ideas of procedural understanding and identify core ideas of procedural understanding that are central for understanding scientific inquiry. Design and methods: In the first study, we asked 47 students about reasons for different steps in inquiry work via an open–ended questionnaire using eight Concept Cartoons as triggers (e.g. about the question why one would need hypotheses). The qualitative analysis of answers revealed 42 ideas of procedural understanding (3-8 per Cartoon). We used these ideas to formulate a closed-ended questionnaire that contained the same Concept Cartoons, followed by statements with Likert-scales to measure agreement. In a second study, 64 students answered the second questionnaire as well as a multiple-choice test on procedural understanding. Results: Using methods from educational data mining, we identified five central statements, all emphasizing the concept of confounding variables: (1) One needs alternative hypotheses, because there may be other variables worth considering as cause. (2) The planning helps to take into account confounding variables or external circumstances. (3) Confounding variables should be controlled since they influence the experiment/the dependent variable. (4) Confounding variables should be controlled since the omission may lead to inconclusive results. (5) Confounding variables should be controlled to ensure accurate measurement. Conclusions: We discuss these ideas in terms of functioning as core ideas of procedural understanding. We hypothesize that these core-ideas could facilitate the teaching and learning of procedural understanding about experiments, which should be investigated in further studies.
Julia C. Arnold; Andreas Mühling; Kerstin Kremer. Exploring core ideas of procedural understanding in scientific inquiry using educational data mining. Research in Science & Technological Education 2021, 1 -21.
AMA StyleJulia C. Arnold, Andreas Mühling, Kerstin Kremer. Exploring core ideas of procedural understanding in scientific inquiry using educational data mining. Research in Science & Technological Education. 2021; ():1-21.
Chicago/Turabian StyleJulia C. Arnold; Andreas Mühling; Kerstin Kremer. 2021. "Exploring core ideas of procedural understanding in scientific inquiry using educational data mining." Research in Science & Technological Education , no. : 1-21.
Morten Bastian; Andreas Mühling. Let's Look a Layer Deeper. Proceedings of the 19th Koli Calling International Conference on Computing Education Research 2019, 33 .
AMA StyleMorten Bastian, Andreas Mühling. Let's Look a Layer Deeper. Proceedings of the 19th Koli Calling International Conference on Computing Education Research. 2019; ():33.
Chicago/Turabian StyleMorten Bastian; Andreas Mühling. 2019. "Let's Look a Layer Deeper." Proceedings of the 19th Koli Calling International Conference on Computing Education Research , no. : 33.
Gregor Große-Bölting; Yannick Schneider; Andreas Mühling. It's like computers speak a different language. Proceedings of the 19th Koli Calling International Conference on Computing Education Research 2019, 2 .
AMA StyleGregor Große-Bölting, Yannick Schneider, Andreas Mühling. It's like computers speak a different language. Proceedings of the 19th Koli Calling International Conference on Computing Education Research. 2019; ():2.
Chicago/Turabian StyleGregor Große-Bölting; Yannick Schneider; Andreas Mühling. 2019. "It's like computers speak a different language." Proceedings of the 19th Koli Calling International Conference on Computing Education Research , no. : 2.
Andreas Mühling; Carsten Schulte; Jens Bennedsen; Lea Budde; Gregor Große-Bölting. Assessing students' understanding of object structures. Proceedings of the 19th Koli Calling International Conference on Computing Education Research 2019, 1 .
AMA StyleAndreas Mühling, Carsten Schulte, Jens Bennedsen, Lea Budde, Gregor Große-Bölting. Assessing students' understanding of object structures. Proceedings of the 19th Koli Calling International Conference on Computing Education Research. 2019; ():1.
Chicago/Turabian StyleAndreas Mühling; Carsten Schulte; Jens Bennedsen; Lea Budde; Gregor Große-Bölting. 2019. "Assessing students' understanding of object structures." Proceedings of the 19th Koli Calling International Conference on Computing Education Research , no. : 1.
Influence diagrams, derived from the mystery method as its learning output, represent an externalization of systems thinking and are, therefore, valid to research; so far they have not been conceptualized in the research literature for teaching systems thinking in education for sustainable development. In this study, 31 of those diagrams are confronted with (1) three different expert references, in (2) two different ways, by (3) three different scoring systems to determine which evaluation option is both valid and easy to implement. As a benchmark, the diagrams’ diameters are used, which allows statements about the quality of the maps/diagrams in general. The results show that, depending on the combination of variables that play a role in the evaluation (1, 2, 3), the quality of the influence diagram becomes measurable. However, strong differences appear in the various evaluation schemes, which can be explained by each variable’s peculiarities. Overall, the tested methodology is effective, but will need to be sharpened in the future. The results also offer starting points for future research to further deepen the path taken here.
Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development. Education Sciences 2019, 9, 260 .
AMA StyleJens Christian Benninghaus, Andreas Mühling, Kerstin Kremer, Sandra Sprenger. The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development. Education Sciences. 2019; 9 (4):260.
Chicago/Turabian StyleJens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. 2019. "The Mystery Method Reconsidered—A Tool for Assessing Systems Thinking in Education for Sustainable Development." Education Sciences 9, no. 4: 260.
Systems thinking is one of the skills necessary for sustainable behavior, especially regarding sustainable consumption. Students are faced with complexity and uncertainty while taking part in it and other daily life aspects. There is a need to foster their competence in this field. From a classroom point of view, the mystery method is an example for implementing education for sustainable consumption and working with complex and uncertain content. With the mystery method students construct an influence diagram, which consists of concepts and requires several skills, especially in decision-making. Using these diagrams as a form of assessment is desirable but also very difficult, because of the mentioned complexity and uncertainty that is part of the task itself. The study presented here tackles this problem by creating an expert based reference diagram that has been constructed with the help of educational data mining. The result shows that it is possible to derive such a reference even if parts remain ambiguous due to the inherent complexity. The reference may now be used to assess students’ systems thinking abilities, which will be undertaken in future research. Beside this, the reference can be used as a reflective tool in lessons, so students can compare their own content knowledge and discuss differences to the experts’ reference.
Jens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability 2019, 11, 722 .
AMA StyleJens Christian Benninghaus, Andreas Mühling, Kerstin Kremer, Sandra Sprenger. Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries. Sustainability. 2019; 11 (3):722.
Chicago/Turabian StyleJens Christian Benninghaus; Andreas Mühling; Kerstin Kremer; Sandra Sprenger. 2019. "Complexity in Education for Sustainable Consumption—An Educational Data Mining Approach using Mysteries." Sustainability 11, no. 3: 722.
Andreas Mühling; Jana Jungjohann; Markus Gebhardt. Progress Monitoring in Primary Education using Levumi: A Case Study. Proceedings of the 11th International Conference on Computer Supported Education 2019, 137 -144.
AMA StyleAndreas Mühling, Jana Jungjohann, Markus Gebhardt. Progress Monitoring in Primary Education using Levumi: A Case Study. Proceedings of the 11th International Conference on Computer Supported Education. 2019; ():137-144.
Chicago/Turabian StyleAndreas Mühling; Jana Jungjohann; Markus Gebhardt. 2019. "Progress Monitoring in Primary Education using Levumi: A Case Study." Proceedings of the 11th International Conference on Computer Supported Education , no. : 137-144.
Reading comprehension at sentence level is a core component in the students' comprehension development, but there is a lack of comprehension assessments at the sentence level, which respect the theory of reading comprehension. In this article, a new web-based sentence-comprehension assessment for German primary school students is developed and evaluated using a curriculum-based measurement (CBM) framework. The test focuses on sentence level reading comprehension as an intermediary between word and text comprehension. The construction builds upon the theory of reading comprehension using CBM-Maze techniques. It is consistent on all tasks and contains different syntactic and semantic structures within the items. This paper presents the test development, a description of the item performance, an analysis of its factor structure, and tests of measurement invariance, and group comparisons (i.e., across gender, immigration background, over two measurement points, and the presence of special educational needs; SEN). Third grade students (n = 761) with and without SEN finished two CBM tests over 3 weeks. Results reveal that items had good technical adequacy, the constructed test is unidimensional, and it is valid for students both with and without SEN. Similarly, it is valid for both sexes, and results are valid across both measurement points. We discuss our method for creating a unidimensional test based on multiple item difficulties and make recommendations for future test construction.
Jana Jungjohann; Jeffrey DeVries; Andreas Mühling; Markus Gebhardt. Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension. Frontiers in Education 2018, 3, 1 .
AMA StyleJana Jungjohann, Jeffrey DeVries, Andreas Mühling, Markus Gebhardt. Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension. Frontiers in Education. 2018; 3 ():1.
Chicago/Turabian StyleJana Jungjohann; Jeffrey DeVries; Andreas Mühling; Markus Gebhardt. 2018. "Using Theory-Based Test Construction to Develop a New Curriculum-Based Measurement for Sentence Reading Comprehension." Frontiers in Education 3, no. : 1.
Our paper introduces and assesses the Levumi platform’s web-based assessment of reading fluency. One challenges of inclusive education is meeting the needs of the learners with special education needs (SEN). Children with SEN and other risk factors face an increased risk of failing in schools and manifesting academic and social problems over the time. Web-based curriculum-based measurement (CBM) can provide an effective tool to track progress of learners and limit such risks. In particular, it can ease the challenges of test administration in inclusive classrooms through automation and providing multiple difficulty levels without the need of different paper-forms. Furthermore, Levumi can help educators track children and thus provide support for learners. Levumi takes advantage of the strengths of web-based CBM to assess reading fluency in primary school students. We confirmed the reading fluency test’s test-retest reliability (n = 334), its ability to measure learning over time in individual learners with SEN (n = 8, across 14 MPs), and its applicability to learners with SEN (n = 300, including n = 46 with SEN). We evaluate Levumi’s overall usefulness in assessing different types of learners, and discuss its contributions to CBM research.
Jana Jungjohann; Jeffrey M. DeVries; Markus Gebhardt; Andreas Mühling. Levumi: A Web-Based Curriculum-Based Measurement to Monitor Learning Progress in Inclusive Classrooms. Transactions on Petri Nets and Other Models of Concurrency XV 2018, 369 -378.
AMA StyleJana Jungjohann, Jeffrey M. DeVries, Markus Gebhardt, Andreas Mühling. Levumi: A Web-Based Curriculum-Based Measurement to Monitor Learning Progress in Inclusive Classrooms. Transactions on Petri Nets and Other Models of Concurrency XV. 2018; ():369-378.
Chicago/Turabian StyleJana Jungjohann; Jeffrey M. DeVries; Markus Gebhardt; Andreas Mühling. 2018. "Levumi: A Web-Based Curriculum-Based Measurement to Monitor Learning Progress in Inclusive Classrooms." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 369-378.
Andrew Luxton-Reilly; Brett Becker; Yingjun Cao; Roger McDermott; Claudio Mirolo; Andreas Mühling; Andrew Petersen; Kate Sanders; Simon; Jacqueline Whalley. Developing Assessments to Determine Mastery of Programming Fundamentals. Proceedings of the 2017 ITiCSE Conference on Working Group Reports 2018, 47 -69.
AMA StyleAndrew Luxton-Reilly, Brett Becker, Yingjun Cao, Roger McDermott, Claudio Mirolo, Andreas Mühling, Andrew Petersen, Kate Sanders, Simon, Jacqueline Whalley. Developing Assessments to Determine Mastery of Programming Fundamentals. Proceedings of the 2017 ITiCSE Conference on Working Group Reports. 2018; ():47-69.
Chicago/Turabian StyleAndrew Luxton-Reilly; Brett Becker; Yingjun Cao; Roger McDermott; Claudio Mirolo; Andreas Mühling; Andrew Petersen; Kate Sanders; Simon; Jacqueline Whalley. 2018. "Developing Assessments to Determine Mastery of Programming Fundamentals." Proceedings of the 2017 ITiCSE Conference on Working Group Reports , no. : 47-69.
Das rechtzeitig Erkennen von Lernschwierigkeiten stellt eine große Herausforderung im Schulunterricht dar. Insbesondere im inklusiven Unterricht mit Menschen mit Behinderung ist dies der Fall. Hier muss der Unterricht individuell angepasst werden. Durch eine Lernverlaufsmessung können individuelle Förderungen geplant und ihr Erfolg überwacht werden. Dieser Artikel stellt eine Onlineplattform vor, die ein solches Konzept im Unterricht für Lehrkräfte umsetzbar macht und dabei auch einen Austausch zwischen der empirischen Bildungsforschung und dem Alltag der Schulpraxis ermöglicht.
Andreas Mühling; Markus Gebhardt; Kirsten Diehl. Formative Diagnostik durch die Onlineplattform LEVUMI. Informatik Spektrum 2017, 40, 556 -561.
AMA StyleAndreas Mühling, Markus Gebhardt, Kirsten Diehl. Formative Diagnostik durch die Onlineplattform LEVUMI. Informatik Spektrum. 2017; 40 (6):556-561.
Chicago/Turabian StyleAndreas Mühling; Markus Gebhardt; Kirsten Diehl. 2017. "Formative Diagnostik durch die Onlineplattform LEVUMI." Informatik Spektrum 40, no. 6: 556-561.
Concept maps have a long history in educational settings as a tool for teaching, learning, and assessing. As an assessment tool, they are predominantly used to extract the structural configuration of learners’ knowledge. This article presents an investigation of the knowledge structures of a large group of beginning CS students. The investigation is based on a method that collects, aggregates, and automatically analyzes the concept maps of a group of learners as a whole, to identify common structural configurations and differences in the learners’ knowledge. It shows that those students who have attended CS education in their secondary school life have, on average, configured their knowledge about typical core CS/OOP concepts differently. Also, artifacts of their particular CS curriculum are visible in their externalized knowledge. The data structures and analysis methods necessary for working with concept landscapes have been implemented as a GNU R package that is freely available.
Andreas Mühling. Aggregating concept map data to investigate the knowledge of beginning CS students. Computer Science Education 2016, 26, 176 -191.
AMA StyleAndreas Mühling. Aggregating concept map data to investigate the knowledge of beginning CS students. Computer Science Education. 2016; 26 (2-3):176-191.
Chicago/Turabian StyleAndreas Mühling. 2016. "Aggregating concept map data to investigate the knowledge of beginning CS students." Computer Science Education 26, no. 2-3: 176-191.
Women are severely underrepresented in the field of computer science. Already in school gender differences in CS, especially in programming, are observable. To face this, we surveyed 63 computer science teachers on their experiences regarding these differences between female and male students. The results of the survey were matched with findings from recent literature. We identified that teachers have only a limited perspective on the influences of gender on programming. Based on this results we are planning an intervention for computer science teachers.
Alexandra Funke; Marc Berges; Andreas Mühling; Peter Hubwieser. Gender differences in programming. Proceedings of the 15th Koli Calling Conference on Computing Education Research 2015, 161 -162.
AMA StyleAlexandra Funke, Marc Berges, Andreas Mühling, Peter Hubwieser. Gender differences in programming. Proceedings of the 15th Koli Calling Conference on Computing Education Research. 2015; ():161-162.
Chicago/Turabian StyleAlexandra Funke; Marc Berges; Andreas Mühling; Peter Hubwieser. 2015. "Gender differences in programming." Proceedings of the 15th Koli Calling Conference on Computing Education Research , no. : 161-162.
Andreas Mühling; Peter Hubwieser; Marc Berges. Dimensions of Programming Knowledge. Transactions on Petri Nets and Other Models of Concurrency XV 2015, 32 -44.
AMA StyleAndreas Mühling, Peter Hubwieser, Marc Berges. Dimensions of Programming Knowledge. Transactions on Petri Nets and Other Models of Concurrency XV. 2015; ():32-44.
Chicago/Turabian StyleAndreas Mühling; Peter Hubwieser; Marc Berges. 2015. "Dimensions of Programming Knowledge." Transactions on Petri Nets and Other Models of Concurrency XV , no. : 32-44.
We present the design of a test for measuring students' abilities concerning the application of control structures. Validated test instruments are a valuable tool for the evaluation of teaching both in a research setting as well as in a classroom setting. Our test is based on item-response-theory, in particular the Rasch model, and comprises a set of items all following the same format and using a simple, artificial programming language. We field-tested and modified the instrument in four iterations using only small samples and special statistical methods instead of the large samples usually required for IRT models. After the fourth iteration, the test has now reached a usable state. Based on the results, we were able to identify two misconceptions that are occurring very frequently in our test population - students of grade 7 to 10 in secondary schools.
Andreas Mühling; Alexander Ruf; Peter Hubwieser. Design and First Results of a Psychometric Test for Measuring Basic Programming Abilities. Proceedings of the Workshop in Primary and Secondary Computing Education 2015, 2 -10.
AMA StyleAndreas Mühling, Alexander Ruf, Peter Hubwieser. Design and First Results of a Psychometric Test for Measuring Basic Programming Abilities. Proceedings of the Workshop in Primary and Secondary Computing Education. 2015; ():2-10.
Chicago/Turabian StyleAndreas Mühling; Alexander Ruf; Peter Hubwieser. 2015. "Design and First Results of a Psychometric Test for Measuring Basic Programming Abilities." Proceedings of the Workshop in Primary and Secondary Computing Education , no. : 2-10.
One of the biggest challenges of the computer science department at our university is handling the enormous heterogeneity of freshmen concerning both their previous programming abilities and their learning behaviors due to their biographical and social background. In this paper, we present the design and evaluation of a preliminary programming course based on the teaching method of Mastery Learning that is particularly suited for groups of students characterized by considerable diversity. Trained peer tutors closely guide the participants through a step-by-step programming exercise. We tested the method in several courses that ran for two and a half days four weeks before the start of lectures. We collected data from two different surveys(N = 200 and N = 300, respectively). First, we quantified the considerable differences concerning the prior experience in programming of the participants. Second, we succeeded to show that the outcome of our method is independent from different sensory preferences and different computer-usage behaviors of the students. Third, the results of the survey demonstrate that our method is suited to increasing the self-perception of programming ability. This helps freshmen to overcome initial self-doubts when beginning their CS studies.
Dino Capovilla; Marc Berges; Andreas Mühling; Peter Hubwieser. Handling Heterogeneity in Programming Courses for Freshmen. 2015 International Conference on Learning and Teaching in Computing and Engineering 2015, 197 -203.
AMA StyleDino Capovilla, Marc Berges, Andreas Mühling, Peter Hubwieser. Handling Heterogeneity in Programming Courses for Freshmen. 2015 International Conference on Learning and Teaching in Computing and Engineering. 2015; ():197-203.
Chicago/Turabian StyleDino Capovilla; Marc Berges; Andreas Mühling; Peter Hubwieser. 2015. "Handling Heterogeneity in Programming Courses for Freshmen." 2015 International Conference on Learning and Teaching in Computing and Engineering , no. : 197-203.
We present the results of a study of learning types of CS students. In computer science education there seems to be a prevalence of visually oriented teaching methods. However, as the results of our investigation show, the learners may not actually benefit from this trend. This is valuable information in the context of including visually impaired learners in computer science classes - since these learners suffers the greatest disadvantages from visually oriented teaching and learning aids. Our results indicate that a different approach to CSEd placing more emphasis on kinesthetic and textual material may be of advantage for all CS students alike and also foster the inclusion of visually impaired learners.
Dino Capovilla; Andreas Mühling; Peter Hubwieser. How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students. 2015 International Conference on Learning and Teaching in Computing and Engineering 2015, 187 -192.
AMA StyleDino Capovilla, Andreas Mühling, Peter Hubwieser. How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students. 2015 International Conference on Learning and Teaching in Computing and Engineering. 2015; ():187-192.
Chicago/Turabian StyleDino Capovilla; Andreas Mühling; Peter Hubwieser. 2015. "How Learning Styles in CS Can Foster Inclusion of Visually Impaired Students." 2015 International Conference on Learning and Teaching in Computing and Engineering , no. : 187-192.
Peter Hubwieser; Andreas Mühling. Playing PISA with bebras. Proceedings of the 9th Workshop in Primary and Secondary Computing Education on - WiPSCE '14 2014, 128 -129.
AMA StylePeter Hubwieser, Andreas Mühling. Playing PISA with bebras. Proceedings of the 9th Workshop in Primary and Secondary Computing Education on - WiPSCE '14. 2014; ():128-129.
Chicago/Turabian StylePeter Hubwieser; Andreas Mühling. 2014. "Playing PISA with bebras." Proceedings of the 9th Workshop in Primary and Secondary Computing Education on - WiPSCE '14 , no. : 128-129.
Peter Hubwieser; Andreas Mühling. Competency Mining in Large Data Sets - Preparing Large Scale Investigations in Computer Science Education. Proceedings of the International Conference on Knowledge Management and Information Sharing 2014, 315 -322.
AMA StylePeter Hubwieser, Andreas Mühling. Competency Mining in Large Data Sets - Preparing Large Scale Investigations in Computer Science Education. Proceedings of the International Conference on Knowledge Management and Information Sharing. 2014; ():315-322.
Chicago/Turabian StylePeter Hubwieser; Andreas Mühling. 2014. "Competency Mining in Large Data Sets - Preparing Large Scale Investigations in Computer Science Education." Proceedings of the International Conference on Knowledge Management and Information Sharing , no. : 315-322.
Alexander Ruf; Andreas Mühling; Peter Hubwieser. Scratch vs. Karel. Proceedings of the 9th Workshop in Primary and Secondary Computing Education on - WiPSCE '14 2014, 50 -59.
AMA StyleAlexander Ruf, Andreas Mühling, Peter Hubwieser. Scratch vs. Karel. Proceedings of the 9th Workshop in Primary and Secondary Computing Education on - WiPSCE '14. 2014; ():50-59.
Chicago/Turabian StyleAlexander Ruf; Andreas Mühling; Peter Hubwieser. 2014. "Scratch vs. Karel." Proceedings of the 9th Workshop in Primary and Secondary Computing Education on - WiPSCE '14 , no. : 50-59.