(2395) MAGIC ARTS AS PROBLEM-BASED LEARNING CONCEPT: A STEAM APPROACH TO INTRODUCE COMPUTATIONAL THINKING IN LOWER SECONDARY EDUCATION

摘要

According to the 2010 National Research Council in the United States, everyone should be taught Computational Thinking (CT) in future education systems. Originally targeting higher secondary and college students, CT has found its way into many primary and lower secondary school curricula in dozens of countries in the last years. So especially for younger students it is an advantage to combine IT with everyday life, considering not each student is familiar with the computer, depending on factors like family background or personal interests. Consequently, in addition to computer-supported lessons, alternative approaches for introducing informatics concepts are necessary. A creative approach in this direction could be to join the STEM (Science Technology Engineering Mathematics) to STEAM (extended with an A for Arts) movement. Especially with the art of magic nearly everyone comes in contact as a child. By choosing the appropriate magic tricks with explanations found in the field of informatics, intrinsic motivation of students will be high to deal with the underlying concepts. This paper presents the most important characteristics of useful magic tricks for this purpose, as well as concrete examples, linking concepts in neurodidactics plus applied CT approaches.