ICILS 2023 #Deutschland: Computer- und informationsbezogene Kompetenzen und Kompetenzen im Bereich Computational Thinking von Schüler*innen im internationalen Vergleich

Frank Goldhammer, Wilfried Bos, Birgit Eickelmann, Julia Gerick, Nadine Fröhlich

ISBN 10: 3830949499 / ISBN 13: 9783830949497

Published by Waxmann; 1. Edition (12. November 2024)

About this Item

Seller Inventory # LU-9783830949497

Bibliographic Details

• Title: ICILS 2023 #Deutschland: Computer- und informationsbezogene Kompetenzen und Kompetenzen im Bereich Computational Thinking von Schüler*innen im internationalen Vergleich
• Publisher: Waxmann; 1. Edition (12. November 2024)
• Language: German
• ISBN 10: 3830949499
• ISBN 13: 9783830949497
• Binding: Paperback
• Condition: New
• Dimensions: 29.7W x 21H x 2.2D centimeters 29.7 centimeters width by 21 centimeters height by 2.2 centimeters depth

About this title

Synopsis

The IEA study ICILS 2023 (International Computer and Information Literacy Study 2023) examines the digital competences of eighth graders as well as the framework conditions of competence acquisition in international comparison for the third time after ICILS 2018 and ICILS 2013.
In addition to results on the digital competences of the students, results on framework conditions and processes of school education in digital transformation from the perspective of students, teachers and school leaders as well as on technological frameworks in Germany are provided on an empirically sound basis. The computer and information-related competences of the students for Germany can be presented for the first time in a trend over ten years, while the second participation of Germany in the additional module "Computational Thinking" allows a comparison of competencies in this area, over five years. The findings are supplemented with results on central background features of the students as well as school shape differences.
The special feature of the ICILS study is that the computer and information-related competences of students of the 8th year level as well as their competencies in the field of 'computational thinking' can be recorded with computer-based testing. In addition, the school framework conditions of competence acquisition as well as teaching and learning with digital media are mapped from the perspectives of school actors via the use of corresponding questionnaires. Thus, the volume provides data-based information and thus empirically based control knowledge for the (further) development of school and teaching in the context of digital transformation processes.