Process as content in computer science education: empirical determination of central processes

Abstract

Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of central concepts for computer science education such as algorithm, computer, and data has been empirically determined. This paper now concentrates on central processes relevant for computer science education. Experts of computer science rated 44 general-education processes regarding four criteria. By using a cluster analysis approach the following central processes for computer science education have been identified: problem solving and problem posing, analyzing, generalizing, finding relationships, classifying, and investigating.

Teaching software modeling in computing curricula

“…In an interesting and relevant to this study series of papers [32,33,34] Zendler et al consider not only concepts in computer science education, but also skills (process) and the combination of concepts and processes, i.e. the application of knowledge.…”

“…For instance, the ACM/IEEE curriculum guidelines for Software Engineering programs provide valuable input on curriculum design, in particular the perceived relevance or importance of various topics [16,24,27] [32,33,34] did several cluster analyses to investigate central concepts for computer science education. The results of these works will be discussed in some more detail in Section 4.4.1.…”

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

“…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.…”

“…The second study (Zendler, Spannagel, & Klaudt, 2009) was undertaken on the background of process as content (Parker & Rubin, 1966;Costa & Liebmann, 1997a;1997b;1997c) approach. Applying the same criteria as in the first study, 24 professors of computer science assessed 44 process concepts.…”

“…Modern process as content approaches are characterized by stressing four principles (Bolhuis, 2003): (1) self-directed learning, (2) focus on knowledge building in the domain, (3) emotional aspects of learning, and (4) learning processes as social phenomena. In the context of computer science education central process concepts empirically determined are also available (Zendler, Spannagel, & Klaudt, 2009). For the specific use of central concepts, the question arises to measures that allow statements which concepts can be used for consolidating available curricula, can be applied in the context of the research-based training, equip students with competences that will remain relevant in the longer term, and that are to some extent representative of the subject.…”