Empirical Determination of Competence Areas to Computer Science Education

Abstract

The authors discuss empirically determined competence areas to K-12 computer science education, emphasizing the cognitive level of competence. The results of a questionnaire with 120 professors of computer science serve as a database. By using multi-dimensional scaling and cluster analysis, four competence areas to computer science education characterized by the degree of process-related coverage and educational accessibility can be defined: Information technology, computer communication and cooperation, model building, and software engineering. These competence areas consist of central content concepts of computer science (e.g., algorithm, system, and process) combined with central process concepts of computer science (e.g., analyzing, classifying, problem solving, and posing).

A cross-cultural comparison of concepts in computer science education

“…This study builds on the findings of Zendler et al (2014), which were obtained in the German context. Taking a cross-cultural approach (see Berry et al, 2002;Lerner et al, 2003;Saraswathi, 2003), it aims to replicate the findings presented by Zendler et al (2014) in a different national context, namely the USA.…”

“…the blocks of the content concepts problem, model, algorithm, structure, information, and data in combination with the process concepts categorizing, classifying, generalizing, and finding cause-and-effect relationships). This study builds on the findings of Zendler et al (2014), which were obtained in the German context. Taking a cross-cultural approach (see Berry et al, 2002;Lerner et al, 2003;Saraswathi, 2003), it aims to replicate the findings presented by Zendler et al (2014) in a different national context, namely the USA.…”

“…We have addressed points (1) to (3) in previous research. Specifically, the results of the three studies by , Zendler et al ( , 2014 were based on the judgments of a larger sample of experts, were empirically derived, and related to whole discipline of computer science.…”

“…In the current discussion on curriculum development in computer science education, the combination of two scientifically informed approaches is considered crucial: first, the structure of the discipline approach introduced by Bruner (1960); second, the process as content approach, based on the work of Parker and Rubin (1966), which has more recently enjoyed a renaissance thanks to the three books edited by Costa and Liebmann (1997a, b, c). In the study by Zendler et al (2014), which drew on these two approaches and on a constructivist theory of learning (Ben-Ari, 2001;Hadjerrouit, 2005a, b;Machaniak, 2007;Moreno et al, 2007), 24 German computer science professors rated the relevance of 15 content concepts (e.g. algorithm, problem, and model) with respect to 16 process concepts (e.g.…”

Research Implications for Computer Science Education based on Darmstadt Model

“…Thus, considering which factors can affect motivation levels. There were also two studies grouped under "Extracurricular Activities" based on challenges for solving tasks, and two studies under the "Intentions" category that focused on competence areas for computer science education (Zendler, Klaudt, & Seitz, 2014). There was also one article under the category of "Educational System", where the authors (Aleksić & Ivanović, 2016) investigated the use of programming languages at different universities.…”