Fatma Batur, StR'
- +49 201 18-36722
- +49 201 18-36897
- fatma.batur (at) uni-due.de
- Consultation Hour:
- University of Duisburg-Essen, Campus Essen
Faculty of Business Administration and Economics
Computer Science Education
- 08/2018 - today: Research Associate at the University of Duisburg-Essen at the chair of Didaktik der Informatik supervised by Prof. Dr. Torsten Brinda
- 08/2014 - today: Secondary school teacher in Mathematics and Computer Science at Gymnasium Norfin Neuss/NRW
- 11/13 - 07/14: Substitute teacher for Mathematics, Computer Science and Physics at Gymnasium Horksgathin Krefeld/NRW
- 05/12 - 10/13: Teaching practice at Gymnasium Horksgathin Krefeld/NRW (ZfsL Krefeld)
- 04/09 - 04/12: Master of Education in Mathematics and Computer Science at the Wesfälischen Wilhelms-Universität Münster.Master's thesis: "Attitudes towards and interests in Computer Science of Turkish female secondary school students compared to German female students."
- 08/10 - 02/11: Semester abroad at the San Diego State University, San Diego/ USA
- 10/05 - 03/09: Bachelor of Science in Mathematics and Computer Science at the Wesfälischen Wilhelms-Universität Münster. Bachelor's thesis: "Shape Detection using Hough Transform"
- 2002 - 2005: High School Kopernikus GymnasiuminNeubeckum/Beckum/NRW
- 1996 - 2002: Secondary School Städtische Realschulein Beckum/NRW
Honours and Awards:
- Nomination of the master's thesis "Attitudes towards and interests in Computer Science of Turkish female secondary school students compared to German female students." for the Förderpreis der Angewandten Informatik 2012 by Förderkreis der Angewandten Informatik an der Westfälischen Wilhelms-Universität Münster e.V., Münster/NRW
- IMAGINS: Informatic conceptions in the context of digital media at gymnasiums in secondary education
- Napierala, S.; Batur, F.; Brinda, T.: What do Students Want to Know About the Digital World? - Investigating Students' Interest in CS through self-generated Questions [accepted for publication]. In: Acm (Ed.): The 16th Workshop in Primary and Secondary Computing Education (WiPSCE '21), October 18--20, 2021, Virtual Event, Germany. ACM Press, New York, NY, USA 2021, p. 1-10. doi:10.1145/3481312.3481334CitationAbstractDetails
Interest affects not only a person's personality development and professional career, but it is also an important motivator in the learning process. Despite this, in computer science education, there is a lack of empirical studies on student-specific interests. With this study, we hope to bridge some of the gaps by analyzing the interests of 7th to 10th grade students based on 252 self-generated questions about the digital world. These questions were categorized using four separate category systems derived in part from other research: fields of the digital world, thematic content, type of information requested, and motivation for asking the question. In addition, an analysis of gender and age differences was carried out.
The findings suggest that data security and privacy are topics of great concern to students of this age group. Furthermore, students are interested in learning how to program apps or software. This also refers to students who have never taken a computer science class in school. Significant differences were found between boys' and girls' motivation for raising questions. For instance, boys asked significantly more questions about applicative knowledge that they could put to use. Finally, we discuss how self-generated questions and interests of students can enhance computer science education.
- Batur, F.; Brinda, T.: Students' Conceptions of Object-Oriented Programming in the Context of Game Designing in Computing Education - Design of a Ph.D. Research Project to Explore Students' Conceptions in a Long-Term Study. In: Acm (Ed.): SIGCSE '21: Proceedings of the 52nd ACM Technical Symposium on Computer Science Education. ACM Press, New York, NY, USA 2021, p. 1290. doi:https://doi.org/10.1145/3408877.3439582CitationAbstractDetails
Playing digital games seems to be an important leisure activity of 12 to 19 year olds in Germany: 63% of them stated to play at least several times a week in 2019. Studies show that dealing with game designing can have a positive effect on programming competences. Therefore, it is no wonder that digital games often used as a favorite context for teaching programming. Surprisingly, there is a lack of studies on students' mental models of programming in the context of digital games. This poster presents a Ph.D. research project and its design approach to identify students' conceptions and mental models concerning a specific digital game. As a long-term study, the project shall give an insight into the development of students' conceptions of object-oriented programming (OOP) and their ability to apply learned OOP concepts to digital games (e.g. Tetris™) in introductory classes over time.
- Keil, L.; Batur, F.; Kramer, M.; Brinda, T.: Stereotypes of Secondary School Students Towards People in Computer Science. In: Brinda, T.; Passey, D.; Keane, T. (Ed.): Proceedings of the IFIP TC3 Open Conference on Computers in Education (OCCE 2020). Springer, Cham 2020. CitationDetails
- Batur, F.: How Does an Educational IDE Influence Students’ Conceptions of Object-Oriented Programming? - Design of a Ph.D. Research Project to Explore Secondary School Students’ Conceptions of OOP. In: Acm (Ed.): 14th Workshop in Primary and Secondary Computing Education (WiPSCE’19), October 23–25, 2019, Glasgow, Scotland Uk. ACM Press, New York, NY, USA 2019. doi:10.1145/3361721.3362107CitationAbstractDetails
Problems with programming or object-oriented programming (OOP) have been reported in several studies. There is still a lack of studies that explore (particularly secondary school) students’ conceptions of OOP.
Many introductory programming classes in German secondary schools use Greenfoot or BlueJ as an Educational IDE (eIDE). Surprisingly, there are almost no studies on the effect of eIDEs on students’ conceptions of programming. This Ph.D. research project aims to find an applicable design approach to identify students’ conceptions and mental models concerning the used eIDE.
- Batur, F.; Strobl, J.: Discipline-Specific Language Learning in a Mainstream Computer Science Classroom: Using a Genre-Based Approach. In: Acm (Ed.): 14th Workshop in Primary and Secondary Computing Education (WiPSCE’19), October 23–25, 2019, Glasgow, Scotland Uk. ACM Press, New York, NY, USA 2019. doi:10.1145/3361721.3362115CitationAbstractDetails
In recent decades it has become apparent that discipline-specific and educational language skills required for different school-subjects can only be taught within lessons of the very subject. The specific requirements of all the different subjects cannot be taken into account in general language-lessons. These findings led to adaptions in Germany's educational policy to consider specific language requirements in many curricula of different subjects. It also led to publications of many scientific papers as well as practical and methodical material addressing integrated language and subject teaching.
Particularly computer science (CS) has a special role compared to other sciences, because in CS students have to learn various languages: formal ones, such as modelling or programming languages, and they have to develop computing-related language-skills in writing, reading and speaking.
Even though there are first publications about discipline-specific language learning in CS education, there is still a lack of research concerning language-sensitive CS education and CS teacher qualification. Therefore, concepts and research approaches on this topic are developed by an interdisciplinary cooperation of the Computing Education Research Group and the project "German as second language in all subjects" at the University Duisburg-Essen. This paper presents first results of our current work and gives an exemplary insight into the development of teaching material for writing descriptions of UML class diagrams using a genre-based approach.
- Batur, F.; Bergner, N.: Grundschulkinder begeistern mit der Zauberschule Informatik. In: Thomas, M.; Weigend, M. (Ed.): Ideen und Modelle - 5. Münsteraner Workshop zur Schulinformatik. BoD, Münster 2012, p. 87-94. Full textCitationDetails
- Thomas, M.; Batur, F.: Ist Informatik doch männlich?. In: Thomas, M.; Weigend, M. (Ed.): Informatik und Kultur - 4. Münsteraner Workshop zur Schulinformatik. ZfL-Verlag, Münster 2010, p. 111-114. Full textCitationDetails
- Typische Fehler von Lernenden beim objektorientierten Programmieren (Bachelor Thesis Computer Science, in progress)
- Durchgängige Sprachbildung im Informatikunterricht (Sprachsensibler Fachunterricht) – Eine vergleichende Analyse von Schulbuchtexten des Gymnasiums und der Gesamtschule (Bachelor Thesis Computer Science, in progress)
- Entwicklung und Analyse des Spiels "Tetris" zur Anwendung in der Erforschung von Vorstellungen zu Objektorientierung (Bachelor Thesis Computer Science, in progress)
- Analyse der Darstellung von Aufbau und Funktionsweise des Internets in Onlinequellen im Hinblick auf Modellvorstellungen (Master Thesis Computer Science, 2020)
- Spieleentwicklung im Informatikunterricht - Konzeption eines Schülerlabor-Workshops (Master Thesis Computer Science, 2019)
- Stereotype gegenüber Personen in der Informatik – Entwurf und Ergebnisse einer Fragebogenstudie mit Schülerinnen und Schülern (Bachelor Thesis Computer Science, 2019)