Abstract
Informatics may be considered a fourth type of language on par with spoken language, written language and mathematics. Using informatics for discovery, expression and problem solving is changing the practice of all disciplines.
Since 2017, we have experimented with computational modelling in mathematics, natural science, and social science in Danish high schools, in-service programs have been offered, and quite a few papers with associated research have been published.
We give an overview of some current developments of computational modelling and AI, and we provide examples of how the integration of informatics into natural science education may be a driver for disciplinary renewal and increased learning.
Line Have Musaeus
Line is a postdoctoral researcher working within the field of Computing Education Research (CER).
Line has researched why, what, and how computational activities should be integrated into existing subjects in secondary education, and has investigated the outcome of these activities in relation to students’ computational thinking and learning of subject matter.
Currently, she is also working on developing computational tools through participatory processes with teachers for implementing computational activities into both Informatics and other subjects in Danish high schools.
Selected references:
- Musaeus, L. H., & Musaeus, P. (2019, February). Computational thinking in the Danish high school: Learning coding, modeling, and content knowledge with Netlogo. In Proceedings of the 50th ACM technical symposium on computer science education (pp. 913-919).
- Musaeus, L. H., Caspersen, M. E., & Musaeus, P. (2023, September). A Template for Teaching Computational Modelling in High School. In Proceedings of the 18th WiPSCE Conference on Primary and Secondary Computing Education Research (pp. 1-10).
- Musaeus, L. H., Tatar, D., & Musaeus, P. (2024). Computational modelling in high school biology: A teaching intervention. Journal of Biological Education, 58(4), 812-828.
- Musaeus, L. H., Petersen, M. G., & Klokmose, C. N. (2024, March). Bringing Teachers and Researchers Together through Participatory Design and Cooperative Prototyping in Computing Education. In Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1 (pp. 902-908).
Michael E. Caspersen
Michael E. Caspersen is Managing Director at It-vest – a network collaboration among the three universities in Western Denmark within IT education and research.
He is Honorary Professor at the Department of Computer Science at Aarhus University where he founded Center for Computational Thinking.
Michael has been teaching for 40 years and has spent his academic life furthering computing education at all levels (primary, secondary, tertiary and continuing education.
He holds a PhD in computer science from Aarhus University and has published about 70 papers on computing education. He is co-author of a two-volume textbook on programming and co-editor of “Reflections on the Teaching of Programming” published by Springer-Verlag, 2008.
He has chaired ten international conferences on computing education (including ITiCSE, ICER and the ACM SIGCSE Technical Symposium), served on more than 40 program committees and served on the editorial board of the international research journal Computer Science Education.
He is co-founder and chair of the steering committee for the Informatics for All coalition established jointly by ACM Europe, Informatics Europe, CEPIS (Council of European Professional Informatics Societies) and IFIP.
Michael is a Fellow of the Danish Academy of Technical Sciences, Distinguished Member of ACM, recipient of the 2022 ACM Karl V. Karlstrom Outstanding Educator Award, and recipient of the 2024 ACM SIGCSE Award for Outstanding Contribution to Computer Science Education.
In 2022-2023, he served as special adviser on digital education to Margrethe Vestager, Executive Vice-President of the European Commission.
