Torsten Brinda

Friedrich-Alexander-Universität Erlangen-Nürnberg, University of Duisburg-Essen

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About

Torsten Brinda is a leading figure in informatics education, with a research focus on how students—particularly at the secondary level—develop computational thinking and conceptual understanding of digital systems. His work bridges the gap between everyday technology use and formal computer science learning, exploring how pupils perceive, classify, and solve problems with digital artifacts. Brinda’s most-cited study, “How do 7th graders solve algorithmic problems?” (2008, 7 citations), investigates how young learners approach algorithmic thinking using didactically reduced programming environments, revealing key strategies and misconceptions. He has also examined how students categorize IT-related terms (2019, 4 citations) and classify digital artifacts (2017, 3 citations), shedding light on their pre-existing mental models—a crucial but often overlooked factor in curriculum design. Additionally, his work on educational robots (2009, 2 citations) assesses their effectiveness in fostering foundational informatics concepts. Through these studies, Brinda has contributed to evidence-based pedagogy in K–12 computer science, emphasizing the importance of aligning instruction with students’ intuitive understandings. His research remains influential for educators and curriculum developers seeking to make informatics education more accessible and conceptually grounded.