Content and process concepts relevant to computer science education: A cross-cultural study

Zendler, Andreas; McClung, O. William; Klaudt, Dieter

doi:10.5861/ijrsc.2012.144

Cited by 5 publications

(4 citation statements)

References 32 publications

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“…The teachers should know the nature of their own disciplines and should also understand the concepts relating to their own disciplines (Jones & Moreland, 2004). In addition to being effective technology users, ICT teachers also need to have a command of ICT concepts to be successful teachers (Zendler, McClung & Klaudt, 2012). In this context, Webb and Cox (2004) expressed that ICT teachers have insufficient concepts about the field.…”

Section: Ict Student Teachers' Pckmentioning

confidence: 99%

ICT Student Teachers’ Pedagogical Content Knowledge: A Case Study

Yilmaz

2016

EURASIA J MATH SCI T

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This study aimed to identify the difficulties that information technology student teachers have in teaching concepts. This qualitative study was carried out with 12 student teachers. The student teachers were fourth-year students enrolled in the Special Teaching Methods II course in the spring semester of the 2010-2011 academic year. The research data were obtained from three types of data resources: lesson videos, lesson plans and reflection reports written by student teachers. The lesson videos, lesson plans and reflection reports were subjected to a descriptive analysis process. In the study, it was determined that some student teachers could not distinguish concept knowledge, had misconceptions and difficulty determining conceptual features and used incomplete or incorrect concept definitions. Moreover, the student teachers did not use examples and analogies effectively during teaching.

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Section: Ict Student Teachers' Pckmentioning

confidence: 99%

ICT Student Teachers’ Pedagogical Content Knowledge: A Case Study

Yilmaz

2016

EURASIA J MATH SCI T

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“…However, most of these catalogues are based on the subjective judgments of a single author or small group of authors. In recent empirical studies Zendler, Spannagel, & Klaudt, 2008;Zendler, Spannagel, & Klaudt, 2011;Zendler, McClung, & Klaudt, 2012) central content and process concepts for computer science education have been identified by asking experts to rate a set of concepts with respect to Schwill's four criteria. The advantage of this approach is that expert opinions can be averaged, and single subjective impressions are eliminated.…”

Section: Semantic Categorization Of Content and Process Concepts Rele...mentioning

confidence: 99%

Semantic categorization of content and process concepts relevant to computer science education

Zendler¹,

Klaudt²,

Spannagel³

et al. 2013

IJRSC

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A major task in planning the computer science curriculum is the specification of teaching and learning contents. This work needs to be based on knowledge of the content and process concepts central to the discipline of computer science. These central concepts are applicable or observable in multiple domains of computer science, can be taught on every intellectual level, will be relevant in the longer term, and are related to everyday language and/or thinking. Two empirically based catalogues of central content concepts (e.g., algorithm, system, process) and central process concepts (e.g., problem solving and problem posing, analyzing, classifying) for computer science education have recently been proposed. This article uses discriminant analysis techniques to provide a semantic categorization of both the content and the process concepts. On this basis, conclusions can be drawn about how individual groups of content and process concepts differ semantically.

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“…The data matrix from the study by Zendler, McClung, and Klaudt (2012) is used as data basis (Figure 1). In that study, professors of computer science assessed the importance of process concepts for dealing with the content concepts on a scale from 0 ("no importance") to 5 ("very high importance").…”

Section: Data Basismentioning

confidence: 99%

“…The empirical determination of the educational measures for computer science education builds on the results of the taxonomies of content and process concepts in computer science (Zendler & Spannagel, 2008;Zendler, Spannagel, & Klaudt, 2009, Zendler, McClung, & Klaudt, 2012.…”

Section: Starting Points For Determining Educational Measuresmentioning

confidence: 99%

Educational measures to computer science concepts: Degree of process-related coverage and degree of educational accessibility

Zendler¹

2016

IJRSC

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This article presents two measures to assess computer science content concepts from an educational point of view. The two measures are the degree of process-related coverage and the degree of educational accessibility. While the degree of process-related coverage determines the significance of process concepts for content concepts, the degree of educational accessibility can be understood as the degree to which content concepts are built upon other content concepts. The application of the two measures demonstrates how computer science content concepts can be semantically positioned so that conclusions can be drawn for their application in competence-oriented computer science education.

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Content and process concepts relevant to computer science education: A cross-cultural study

Cited by 5 publications

References 32 publications

ICT Student Teachers’ Pedagogical Content Knowledge: A Case Study

ICT Student Teachers’ Pedagogical Content Knowledge: A Case Study

Semantic categorization of content and process concepts relevant to computer science education

Educational measures to computer science concepts: Degree of process-related coverage and degree of educational accessibility

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