Marrying Content and Process in Computer Science Education

Zendler, Andreas; Spannagel, Christian; Klaudt, Dieter

doi:10.1109/te.2010.2062184

Cited by 24 publications

(11 citation statements)

References 34 publications

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“…Such an advanced platform, called ActiveMath, has been used for the teaching/learning of mathematics (Melis, Haywood & Smith, 2006). This approach, although to a smaller extent, can be recognized in Zendler, Spannagel and Klaudt (2011), where central concepts such as algorithm (ie, content) are combined with central process concepts such as problem solving (ie, pedagogical approach).…”

Section: Discussionmentioning

confidence: 99%

TPCK framework: assessing teachers' knowledge and designing courses for their professional development

Kadijevich

2011

Brit J Educational Tech

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Section: Discussionmentioning

confidence: 99%

TPCK framework: assessing teachers' knowledge and designing courses for their professional development

Kadijevich

2011

Brit J Educational Tech

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“…Researchers have studied students' learning process of computer programming from different perspectives including students' misconceptions, their understanding of programming, successful students' characteristics, novice-expert comparisons [4][5][6][7]. Studies related to students' misconceptions explored specific incorrect conceptions, held by students, related to procedural and object-oriented programming.…”

Section: Introductionmentioning

confidence: 99%

“…Helping students develop strong programming skills has been and continues to be a central aim of computer science departments [1] and programming skills are seen essential for many engineering schools [2,3]. Researchers have studied students' learning process of computer programming from different perspectives including students' misconceptions, their understanding of programming, successful students' characteristics, novice-expert comparisons [4][5][6][7]. Studies related to students' misconceptions explored specific incorrect conceptions, held by students, related to procedural and object-oriented programming.…”

Section: Introductionmentioning

confidence: 99%

Development of computer programming attitude scale for university students

Çetin

Özden

2015

Comp Applic In Engineering

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Although the determination of university students' attitudes towards computer programming is a significant issue, the issue has been rarely studied. The purpose of this study was to develop an attitude scale assessing university students' attitudes towards computer programming. In the first phase, the scale was administered to 522 university students. Explanatory factor analysis yielded three dimensions: affection, cognition, and behavior. In the second phase, final version of the 18 item-scale was administered to 553 university students. Results of confirmatory factor analysis provided evidence for the factorial structure of the scale. The Cronbach alpha coefficients ranged from 0.80 to 0.90. Psychometric properties of Computer Programming Attitude Scale (CPAS) suggest that it is a valid and reliable instrument for measuring university students' attitudes towards computer programming. ß 2015 Wiley Periodicals, Inc. Comput Appl Eng Educ 23:667-672, 2015; View this article online at wileyonlinelibrary.com/journal/cae;

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“…In particular, the results can be regarded as empirical finding for current demands in connection with the necessity of computer science education (Ericson, 2008;Jones, 2011). They can also be applied in the context of the research-based training of computer science teachers (Zendler et al, 2011;Ericson, 2013;Kansanen, 2006) in which the content of education should comprise: development of computer science concepts, definition of computer science levels of competence, acquisition of competences in computer science, and methods for the assessment of competences in computer science.…”

Section: Discussionmentioning

confidence: 99%

A cross-cultural comparison of concepts in computer science education

Zendler

McClung

Klaudt

2015

The International Journal of Information and Learning Technology

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Purpose -The development of a K-12 computer science curriculum based on constructivist principles needs to be informed by knowledge of content and process concepts that are central to the discipline of computer science. The paper aims to discuss this issue. Design/methodology/approach -Taking a cross-cultural approach and using an experimental design (a SPF-2•15×16 split-plot design), this study compares the combinations of content and process concepts identified as important in Germany with those considered relevant in the US context. Findings -First, the combinations of content and process concepts identified in the German context can be generalized to the US context. Second, it is possible to identify combinations of content and process concepts in the US context that are also important in the German context. Third, content and process concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts. Practical implications -The results can be used for consolidating available curricular drafts for computer science as a teaching subject at school of the type available in many. The present findings are of great relevance for research-based approaches to the pre-and in-service education of computer science teachers. The methodological approach taken is important in efforts to consolidate curricular models of computer science education, as have been initiated by the Bologna process in Europe and by the organizations Association for Computing Machinery, Association for Information Systems, and Institute of Electrical and Electronic Engineers-Computer Society in the USA. Originality/value -Results show that competence areas of central concepts identified in the two contexts can be integrated to generate a broader perspective that is valid for both contexts.

show abstract

Marrying Content and Process in Computer Science Education

Cited by 24 publications

References 34 publications

TPCK framework: assessing teachers' knowledge and designing courses for their professional development

TPCK framework: assessing teachers' knowledge and designing courses for their professional development

Development of computer programming attitude scale for university students

A cross-cultural comparison of concepts in computer science education

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