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Change of Perspective. Show image information

Change of Perspective.

Photo: Paderborn University

Prof. Dr. Carsten Schulte

Contact
Publications
Prof. Dr. Carsten Schulte

Didactics of Informatics

Head - Professor - Didaktik der Informatik

Phone:
+49 5251 60-6343
Fax:
+49 5251 60-6623
Office:
F2.116
Office hours:

nach Vereinbarung per Mail (cornelia.wiederhold@upb.de)

Visitor:
Fürstenallee 11
33102 Paderborn

Open list in Research Information System

2021

Zur neuen Bedeutung von Daten in Data Science und kuenstlicher Intelligenz

L. Höper, S. Podworny, S. Hüsing, C. Schulte, Y. Fleischer, R. Biehler, D. Frischemeier, H. Malatyali, in: 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, Gesellschaft für Informatik, Bonn, 2021, pp. 345


Identity in K-12 Computer Education Research: A Systematic Literature Review

G. Große-Bölting, D.K. Gerstenberger, L. Gildehaus, A. Mühling, C. Schulte, in: ICER 2021: ACM Conference on International Computing Education Research, Virtual Event, USA, August 16-19, 2021, ACM, 2021, pp. 169-183


Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems

K. J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H. M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Häb-Umbach, I. Horwath, E. Hüllermeier, F. Kern, S. Kopp, K. Thommes, A. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Trans. Cogn. Dev. Syst. (2021), 13(3), pp. 717-728




ITiCSE 2021 recap

C. Schulte, B. A. Becker, ACM SIGCSE Bull. (2021), 53(3), pp. 3-4


Data Science ab Klasse 5 - Konkrete Unterrichtsvorschläge für künstliche Intelligenz unplugged und Datenbewusstsein

S. Podworny, L. Höper, Y. Fleischer, S. Hüsing, C. Schulte, in: 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, Gesellschaft für Informatik, Bonn, 2021, pp. 327


Datenbewusstsein: Aufmerksamkeit für die eigenen Daten

L. Höper, C. Schulte, in: 19. GI-Fachtagung Informatik und Schule, INFOS 2021, Wuppertal, Germany, September 8-10, 2021, Gesellschaft für Informatik, Bonn, 2021, pp. 73-82


Using data cards for teaching data based decision trees in middle school

S. Podworny, Y. Fleischer, S. Hüsing, R. Biehler, D. Frischemeier, L. Höper, C. Schulte, in: Koli Calling '21: 21st Koli Calling International Conference on Computing Education Research, Joensuu, Finland, November 18 - 21, 2021, ACM, 2021, pp. 39:1-39:3


2020

The Interdisciplinary Development of an Educational Game for Primary School Children--Lessons Learned

F. Winkelnkemper, C. Schulte, K. Eilerts, D. Bechinie, T. Huhmann, in: EdMedia+ Innovate Learning, 2020, pp. 522-529


Der Darstellungsflüchtigkeit im Geometrieunterricht durch digitale Unterstützung entgegenwirken

T. Huhmann, K. Eilterts, C. Schulte, F. Winkelnkemper, in: Digitales Lernen in der Grundschule II: Aktuelle Trends in Forschung und Praxis, Waxmann Verlag, 2020


Data science education

J. Magenheim, C. Schulte, Encyclopedia of Education and Information Technologies. Cham: Springer (2020)


Combining Ideas and Artifacts: An Interaction-Focused View on Computing Education Using a Cybersecurity Example

L. Terfloth, L. Budde, C. Schulte, Association for Computing Machinery, 2020

In this paper, we present a novel approach to design teaching interventions for computing education, elaborated using an example of cybersecurity education. Cybersecurity education, similar to other computing education domains, often focuses on one aspect and separate themselves from the other approach. In other words, they focus on one of the two different aspects: a) either teaching how to use and to behave, or b) how technology works. Here we suggest another point of focal awareness for teaching – interaction – that allows the recombination of both approaches in a novel way, leading to a reconstruction of the teaching and learning content in a way that – as we hope – supports an understanding on a higher level and thus gives the chance to better develop agency. For this didactic reconstruction of teaching content, we use an approach called the hybrid interaction system framework. In cybersecurity training, teaching interventions oftentimes are in a way successful but seem to not lead to long-lasting changes towards secure behavior. Using simply password security as an example, we show how this new approach recombines the two different priory mentioned teaching approaches in a novel way. Within this short paper, we present our current research progress, discuss potentials and values of the approach in general, and by way of example. Our intention of this submission and early disclosure is to spark discussion and generate further insights especially regarding the following question: What implications does the hybrid interaction system approach have on learning scenarios?


    Programmieren - Lehren und Lernen mit und über Medien

    C. Schulte, L. Budde, F. Winkelnkemper, in: Mobile Medien im Schulkontext, Springer, 2020, pp. 215-240


    Explanation as a social practice: Toward a conceptual framework for the social design of AI systems

    K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Häb-Umbach, I. Horwath, E. Hüllermeier, F. Kern, S. Kopp, K. Thommes, A.N. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems (2020), pp. 1-1


    Understanding and Explaining Digital Artefacts - the Role of a Duality (Accepted Paper - Digital Publication Follows)

    L. Budde, C. Schulte, H. Buhl, A. Muehling, Seventh International Conference on Learning and Teaching in Computing and Engineeringe (2020)


    2019

    Das RetiBNE Café

    A. Schmidt, C. Schulte, in: Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 315-324


    Maschinelles Lernen im Unterricht mit Jupyter Notebook

    M. Schlichtig, S.A. Opel, C. Schulte, R. Biehler, D. Frischemeier, S. Podworny, T. Wassong, in: INFOS, Gesellschaft für Informatik, 2019, pp. 385


    Understanding Artificial Intelligence – A Project for the Development of Comprehensive Teaching Material

    M. Schlichtig, S.A. Opel, L. Budde, C. Schulte, in: ISSEP 2019 - 12th International conference on informatics in schools: Situation, evaluation and perspectives, Local Proceedings, 2019, pp. 65 - 73

    Artificial intelligence (AI) has the potential for far-reaching – in our opinion – irreversible changes. They range from effects on the individual and society to new societal and social issues. The question arises as to how students can learn the basic functioning of AI systems, what areas of life and society are affected by these and – most important – how their own lives are affected by these changes. Therefore, we are developing and evaluating school materials for the German ”Science Year AI”. It can be used for students of all school types from the seventh grade upwards and will be distributed to about 2000 schools in autumn with the support of the Federal Ministry of Education and Research. The material deals with the following aspects of AI: Discussing everyday experiences with AI, how does machine learning work, historical development of AI concepts, difference between man and machine, future distribution of roles between man and machine, in which AI world do we want to live and how much AI would we like to have in our lives. Through an accompanying evaluation, high quality of the technical content and didactic preparation is achieved in order to guarantee the long-term applicability in the teaching context in the different age groups and school types. In this paper, we describe the current state of the material development, the challenges arising, and the results of tests with different classes to date. We also present first ideas for evaluating the results.


      Developing Teaching Materials on Artificial Intelligence by Using a Simulation Game (Work in Progress)

      S.A. Opel, M. Schlichtig, C. Schulte, in: WiPSCE, ACM, 2019, pp. 11:1-11:2


      Program Comprehension: Identifying Learning Trajectories for Novice Programmers

      C. Izu, C. Schulte, A. Aggarwal, Q. I. Cutts, R. Duran, M. Gutica, B. Heinemann, E. Kraemer, V. Lonati, C. Mirolo, R. Weeda, in: Proceedings of the 2019 (ACM) Conference on Innovation and Technology in Computer Science Education, Aberdeen, Scotland, UK, July 15-17, 2019, 2019, pp. 261-262


      Einsatz von Jupyter Notebooks am Beispiel eines fiktiven Kriminalfalls

      F. Kapp, C. Schulte, in: Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 247-256


      Zur Relevanz eines Prozessbereiches Interaktion und Exploration im Kontext informatischer Bildung im Primarbereich

      K. Müller, C. Schulte, J. Magenheim, in: Informatik für alle, 18. GI-Fachtagung Informatik und Schule, (INFOS) 2019, 16.-18. September 2019, Dortmund, 2019, pp. 139-148


      Entwicklung und Reflexion einer Unterrichtssequenz zum Maschinellen Lernen als Aspekt von Data Science in der Sekundarstufe II

      S.A. Opel, M. Schlichtig, C. Schulte, R. Biehler, D. Frischemeier, S. Podworny, T. Wassong, in: INFOS, Gesellschaft für Informatik, 2019, pp. 285-294


      2018


      Computer Science Education: Perspectives on Teaching and learning in school

      S. Sentance, E. Barendsen, C. Schulte, Bloomsbury Publishing, 2018


      Drafting a Data Science Curriculum for Secondary Schools

      B. Heinemann, S.A. Opel, L. Budde, C. Schulte, D. Frischemeier, R. Biehler, S. Podworny, T. Wassong, in: Koli Calling, ACM, 2018, pp. 17:1-17:5



      Eye-movement Modeling Examples in Source Code Comprehension: A Classroom Study

      R. Bednarik, C. Schulte, L. Budde, B. Heinemann, H. Vrzakova, in: Proceedings of the 18th Koli Calling International Conference on Computing Education Research, Koli, Finland, November 22-25, 2018, 2018, pp. 2:1-2:8


      Are children perceiving robots as supporting or replacing humans?: first empirical results and classification of preconceptions within a theoretical framework

      K. Müller, C. Schulte, in: Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018, 2018, pp. 10:1-10:4


      The computing repair cafe: a concept for repair cafes in computing edcuation

      C. Schulte, J. Krüger, A. Gödecke, A. Schmidt, in: Proceedings of the 13th Workshop in Primary and Secondary Computing Education, WiPSCE 2018, Potsdam, Germany, October 04-06, 2018, 2018, pp. 24:1-24:6


      2017

      Zieldimensionen für frühe informatische Bildung im Kindergarten und in der Grundschule

      N. Bergner, H. Köster, J. Magenheim, K. Müller, R. Romeike, U. Schroeder, C. Schulte, in: Informatische Bildung zum Verstehen und Gestalten der digitalen Welt, Proceedings der 17. GI-Fachtagung Informatik und Schule, (INFOS) 2017, 13.-15. September 2017, Oldenburg, 2017, pp. 53-62


      The design and exploration cycle as research and development framework in computing education

      C. Schulte, J. Magenheim, K. Müller, L. Budde, in: 2017 (IEEE) Global Engineering Education Conference, (EDUCON) 2017, Athens, Greece, April 25-28, 2017, 2017, pp. 867-876


      Ein Modell zur Analyse von Vorstellungen über Roboter und ihrer Funktionsweise

      K. Müller, C. Schulte, in: Informatische Bildung zum Verstehen und Gestalten der digitalen Welt, Proceedings der 17. GI-Fachtagung Informatik und Schule, (INFOS) 2017, 13.-15. September 2017, Oldenburg, 2017, pp. 109-118


      A theory based tool set for analysing reading processes in the context of learning programming

      L. Budde, B. Heinemann, C. Schulte, in: Proceedings of the 12th Workshop on Primary and Secondary Computing Education, WiPSCE 2017, Nijmegen, The Netherlands, November 8-10, 2017, 2017, pp. 83-86


      PERSPECTIVES FOR AN INTERDISCIPLINARY DATA SCIENCE CURRICULUM IN GERMAN SECONDARY SCHOOLS

      R. Biehler, C. Schulte, in: Paderborn Symposium on Data Science Education at School Level, 2017, pp. 2-14


      Zieldimensionen informatischer Bildung im Elementar-und Primarbereich

      N. Bergner, H. Köster, J. Magenheim, K. Müller, R. Romeike, U. Schroeder, C. Schulte, Frühe informatische Bildung - Ziele und Gelingensbedingungen für den Elementar- und Primarbereich. Berlin (2017)


      2015


      Eye movements in code reading: relaxing the linear order

      T. Busjahn, R. Bednarik, A. Begel, M. E. Crosby, J. H. Paterson, C. Schulte, B. Sharif, S. Tamm, in: ICPC, IEEE Computer Society, 2015, pp. 255-265


      2014

      What influences dwell time during source code reading?: analysis of element type and frequency as factors

      T. Busjahn, R. Bednarik, C. Schulte, in: ETRA, ACM, 2014, pp. 335-338


      Eye tracking in computing education

      T. Busjahn, C. Schulte, B. Sharif, A. Begel, M. Hansen, R. Bednarik, P. Orlov, P. Ihantola, G. Shchekotova, M. Antropova, in: ICER, ACM, 2014, pp. 3-10


      Developing Coding Schemes for Program Comprehension using Eye Movements

      T. Busjahn, C. Schulte, E. Kropp, in: PPIG, Psychology of Programming Interest Group, 2014, pp. 15



      2013

      Object Interaction Competence Model v. 2.0

      J. Bennedsen, C. Schulte, in: LaTiCE, IEEE Computer Society, 2013, pp. 9-16


      PCK and reflection in computer science teacher education

      M. Buchholz, M. Saeli, C. Schulte, in: WiPSCE, ACM, 2013, pp. 8-16



      The use of code reading in teaching programming

      T. Busjahn, C. Schulte, in: Koli Calling, ACM, 2013, pp. 3-11


      2012

      Computer science at school/CS teacher education: Koli working-group report on CS at school

      C. Schulte, M. Hornung, S. Sentance, V. Dagiene, T. Jevsikova, N. Thota, A. Eckerdal, A. Peters, in: Koli Calling, ACM, 2012, pp. 29-38


      Koli Calling 2009 and 2010

      C. Schulte, J. Suhonen, Computer Science Education (2012), 22(2), pp. 79-80



      2011

      Analysis of code reading to gain more insight in program comprehension

      T. Busjahn, C. Schulte, A. Busjahn, in: Koli Calling, ACM, 2011, pp. 1-9


      ProspectiveTeachers@Research: CS teacher education revised

      M. Hornung, C. Schulte, in: Koli Calling, ACM, 2011, pp. 138-143


      Informatik begreifen - Zur Nutzung von Veranschaulichungen im Informatikunterricht

      M. Kalbitz, H. Voss, C. Schulte, in: INFOS, GI, 2011, pp. 137-146


      Das Schülerlabor als Ort der Informatiklehrerbildung

      C. Schulte, in: INFOS, GI, 2011, pp. 47-56


      2010




      BlueJ Visual Debugger for Learning the Execution of Object-Oriented Programs?

      J. Bennedsen, C. Schulte, TOCE (2010), 10(2), pp. 8:1-8:22


      2009


      An evaluation of object oriented example programs in introductory programming textbooks

      J. Börstler, M. S. Hall, M. Nordström, J. H. Paterson, K. Sanders, C. Schulte, L. Thomas, SIGCSE Bulletin (2009), 41(4), pp. 126-143


      Informatik im Kontext (IniK) - Ein integratives Unterrichtskonzept für den Informatikunterricht

      J. Koubek, C. Schulte, P. Schulze, H. Witten, in: INFOS, GI, 2009, pp. 268-279


      Qualitätssicherung in einer interaktiven und lerneraktivierenden E-Learning-Umgebung

      C. Schulte, R. Tolksdorf, in: DeLFI Workshops, Logos Verlag, 2009, pp. 219-225



      Empirical comparison of objects-first and objects-later

      A. Ehlert, C. Schulte, in: ICER, ACM, 2009, pp. 15-26


      Bridging ICT and CS: educational standards for computer science in lower secondary education

      T. Brinda, H. Puhlmann, C. Schulte, in: ITiCSE, ACM, 2009, pp. 288-292


      2008




      2007


      Lesen im Informatikunterricht

      C. Schulte, in: INFOS, GI, 2007, pp. 307-318


      Das informatische Weltbild von Studierenden

      C. Schulte, M. Knobelsdorf, in: INFOS, GI, 2007, pp. 69-79


      2006

      What do teachers teach in introductory programming?

      C. Schulte, J. Bennedsen, in: ICER, ACM, 2006, pp. 17-28


      A Competence Model for Object-Interaction in Introductory Programming

      J. Bennedsen, C. Schulte, in: PPIG, Psychology of Programming Interest Group, 2006, pp. 1


      Gestaltung von Informatikseminaren unter Einsatz von Videokonferenzen

      C. Schulte, M. Thomas, in: HDI, GI, 2006, pp. 77-88


      Social, ethical and technical issues in informatics - An integrated approach

      J. Magenheim, C. Schulte, EAIT (2006), 11(3-4), pp. 319-339



      Research perspectives on the objects-early debate

      R. Lister, A. Berglund, T. Clear, J. Bergin, K. Garvin-Doxas, B. Hanks, L. E. Hitchner, A. Luxton-Reilly, K. Sanders, C. Schulte, J. L. Whalley, SIGCSE Bulletin (2006), 38(4), pp. 146-165


      2005




      2003

      Thinking in Objects and their Collaboration: Introducing Object-Oriented Technology

      C. Schulte, J. Magenheim, J. Niere, W. Schäfer, Computer Science Education (2003), 13(4), pp. 269-288



      2002

      Theoriegeleitete Entwicklung und Evaluation von Neuen Medien für die Lehre

      C. Schulte, Softwaretechnik-Trends (2002), 22(3)


      Theoriegeleitete Entwicklung und Evaluation von Neuen Medien für die Lehre

      C. Schulte, in: GI Jahrestagung, GI, 2002, pp. 408-415


      Das Sieben-Schritte-Schema zur Dekonstruktion objektorientierter Software

      C. Schulte, U. Block, in: DDI, GI, 2002, pp. 3-12


      2001

      Vom Modellieren zum Gestalten - Objektorientierung als Impuls für einen neuen Informatikunterricht?

      C. Schulte, Informatica Didactica (2001), 3


      Aufgabenbereiche der Medienbildung im Informatikunterricht

      C. Schulte, O. Scheel, in: INFOS, {GI}, 2001, pp. 157-171


      1999

      Kooperative Arbeitsplattformen - CSCW-Systeme in Lehr- und Lernkontexten

      C. Schulte, H. Selke, C. Huth, LOG IN (1999), 19(3/4), pp. 40



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