Term Extraction from German Computer Science Textbooks
It is widely accepted that it is important to use a proper Computer Science terminology to communicate with other computer scientists. To learn Computer Science concepts students also need to speak about topics in school meaningfully. This article reports
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bstract. It is widely accepted that it is important to use a proper Computer Science terminology to communicate with other computer scientists. To learn Computer Science concepts students also need to speak about topics in school meaningfully. This article reports a method to identify German Computer Science terms for teaching from a set of German textbooks and web pages. It identifies future work to create a suitable German Computer Science Education terminology. Keywords: Computer Science Education · Terminology · Text mining · Term extraction · Reference analysis
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Introduction
During everyday school life students use different terminologies. Each school subject uses a characteristic terminology. These characteristic terms are used in spoken and written language. Computer Science Education (CSE) classes are no exception, students “need specific terms to communicate about topics of our science in class and also outside in everyday life” [1]. The most national school curricular claim that students need to use a proper human language/terminology for learning Computer Science (CS) concepts. Without an understanding of CS terms students are hardly able to adapt CS concepts in action (cf. [3]). In 2015 Diethelm and Goschler reflected on the meaning of terminology in CS classes and explained the importance of language skills (cf. [1]). They formulated different general questions related to CSE and its terminology. Above other, they formulated the following question: “What is a suitable set of terms and definitions for CS teaching for introducing and applying a certain concept in CS classes?” [1] At first sight national CSE curricular and CS dictionaries are helpful to identify potential topics or terms, but their content is very heterogeneous and may not help us to define CSE terms. This depends, for instance, on different school-based competence definitions, school types, age groups and educational c Springer International Publishing Switzerland 2016 Y. Tan and Y. Shi (Eds.): DMBD 2016, LNCS 9714, pp. 219–226, 2016. DOI: 10.1007/978-3-319-40973-3 21
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K. M¨ ohlmann and J. Syrbe
regulations. The example of Germany demonstrates the complexity of educational frameworks: Each German federal state (there are 16 federal states in Germany) has more or less, but at least one CSE curriculum. Each of these curricular describes competences or CS skills but they do not describe school content/terms in detail, define them or describe the requirements of language in class (cf. [1]). Another source of terms are different CS dictionaries. They are editorial and contain CS terms and definitions, but in general they are not approved for CS teaching. To create a suitable dictionary, as introduced by Kim and Cavedon (cf. [4]), by using terms from different web pages like wikipedia.org we may not achieve terms for CS teaching. To create a German CSE terminology we apply a difference analysis to identify terms from a text corpus. The initial corpus consists of 40 German textbooks and content from 10 German CSE web pages (cf. http://www.uni-olden
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