More Web Proxy on the site http://driver.im/

research-article

How teachers in different educational systems value central concepts of computer science

Authors:

Peter Hubwieser,

Andreas ZendlerAuthors Info & Claims

WiPSCE '12: Proceedings of the 7th Workshop in Primary and Secondary Computing Education

Pages 62 - 69

https://doi.org/10.1145/2481449.2481464

Published: 08 November 2012 Publication History

Abstract

The 16 German states exhibit substantial differences regarding the organization as well as the substantial focus of computer science education at their schools. This empirical study investigates how teachers from two German states with different educational systems assess the value of central concepts of computer science. We asked 120 teachers in each country to complete our questionnaire, received 38 responses and applied a specific split-plot design to evaluate the results. The findings show that the assessments by the two groups differ regarding the content concepts model, system, computer, and information. Additionally, we detected differences in the rating of some individual process concepts (analyzing, classifying, finding relationships, generalizing, comparing, and ordering) in relation to the content concept model. These results are consistent with the differences in the focus of the curricula as well as with the content of the teacher education programs in the two states.

References

[1]

Abell, S. K. 2007. Research on science teacher knowledge. In Handbook of research on science, S. K. Abell and N. G. Lederman, Eds. Lawrence Erlbaum, London, 1105--1149.

[2]

Baumann, R. 1998. Fundamentale Ideen der Informatik -- gibt es das? In Informatische Bildung in Deutschland. Perspektiven für das 21. Jahrhundert; Festschrift für Professor Dr. Wolfgang Arlt aus Anlass seines Eintritts in den Ruhestand, B. Koerber and W. Arlt, Eds. Log-In-Verl., Berlin.

[3]

Ben-Ari, M. 1998. Constructivism in computer science education. ACM SIGCSE Bulletin 30, 1, 257--261.

Digital Library

[4]

Breier, N. and Hubwieser, P. 2002. An Information-Oriented Approach to Informatical Education. Informatics in Education 1, 31--42.

Digital Library

[5]

Bruner, J. S. 1960. The process of education. {a searching discussion of school education opening new paths to learning and teaching}. A Vintage book V-234. Vintage Books, New York NY.

[6]

Costa, A. L. and Liebmann, R. M. 1997. The Process-centered school. Sustaining a renaissance community. Corwin Press, Thousand Oaks, Calif.

[7]

Davis, E. A. 2004. Knowledge integration in science teaching: Analyzing teachers' knowledge development. Research in Science Education, 34, 21--53.

[8]

Denning, P. J. 2003. Great principles of computing. Communications of the ACM, 46(11), 15--20.

Digital Library

[9]

Dillman, D. A. 2000. Mail and Internet surveys: the tailored design method. Wiley, New York.

[10]

Driel van, J. H., Beijaard, D., and Verloop, N. 2001. Professional development and reform in science education: the role of teachers' practical knowledge. Journal of Research in Science Teaching, 38(2), 137--158.

[11]

EC -- European Commission. 2009. Common european principles for teacher competences and qualifications. Accessed 10 August 2009.

[12]

Ericson, B. 2008. Ensuring exemplary teaching in an essential discipline. Addressing the crisis in computer science teacher certification. ACM, New York.

[13]

Fincher, S. and Tenenberg, J. 2007. Warren's questions. In Proccedings of Third International Computing Education Research Workshop, ICER, Ed. ACM, New York, 51--60.

Digital Library

[14]

Fishman, B. and Davis, E. 2006. Teacher learning research and the learning sciences. In The Cambridge handbook of the learning sciences, R. K. Sawyer, Ed. Cambridge University Press., New York, 535--550.

[15]

Gesellschaft für Informatik e. V., Ed. 2008. Grundsätze und Standards für die Informatik in der Schule. Bildungsstandards Informatik für die Sekundarstufe I. Empfehlungen der Gesellschaft für Informatik e. V., erarbeitet vom Arbeitskreis &Gt;Bildungsstandards&Lt;, Bonn.

[16]

Hartmann, W. and Nievergelt, J. 2002. Informatik und Bildung zwischen Wandel und Beständigkeit. Informatik Spektrum 25, 6, 465--476.

[17]

Hartmann, W., Näf, M., and Reichert, R. 2006. Informatikunterricht planen und durchführen. eXamen.press. Springer, Berlin.

[18]

Hubwieser, P. 2003. Object Models of IT-Systems: Supporting Cognitive Structures in Novice Courses of Informatics. In Informatics and the digital society: Social, ethical and cognitive issues; IFIP TC3/WG 3.1 & 3.2 Open Conference, July 22 - 26, 2002, Dortmund, Germany, van Weert, T. J., Munro, R. K., Eds., Kluwer Academic Publishers, Boston, Mass., 129--140.

Digital Library

[19]

Hubwieser, P. 2006. Functions, Objects and States: Teaching Informatics in Secondary Schools: Invited talk. In Informatics Education - The Bridge between Using and Understanding Computers. International conference on informatics in secondary schools - evolution and perspectives, Mittermeir, R. T., Ed., Vilnius, Lithuania. Springer, Berlin

Digital Library

[20]

Hubwieser, P. 2007. A smooth way towards object oriented programming in secondary schools. In Informatics, Mathematics and ICT: A golden triangle: Proceedings of the Working Joint IFIP Conference: WG3.1 Secondary Education, WG3.5 Primary Education; College of Computer and Information Science, Northeastern University Boston, Massachusetts, USA 27th - 29th June 2007, D. Benzie and M. Iding, Eds., Boston, MA.

[21]

Hubwieser, P. and Aiglstorfer, G. 2004. Fundamente der Informatik: Ablaufmodellierung, Algorithmen und Datenstrukturen. Oldenbourg, München.

[22]

Hubwieser, P. and Mühling, A. 2009. Ausgewählte Ergebnisse einer Befragung von Lehrkräften zum Unterrichtsfach Informatik in Bayern. durchgeführt im November/Dezember 2009 als Online-Umfrage unter Lehrkräften, die an bayerischen Gymnasien Informatik unterrichten. http://www.ddi.edu.tum.de/fileadmin/tueds10/www/material/Forschung/Lehrerbefragung_2009/Lehrerbefragung-2009-Abschlussbericht.pdf. Accessed 29 February 2012.

[23]

Huynh, H. and Feldt, L. S. 1976. Estimation of the Box correction for degrees of freedom from sample data in randomised block and split-plot designs. Journal of Educational Statistics, 1, 69--82.

[24]

Kansanen, P. 2006. Constructing a research-based program in teacher education. In Competence oriented teacher training, F. Oser, Achtenhagen F. and U. Renold, Eds. Sense Publishers, Rotterdam, 11--22.

[25]

Kirk, E. 1994. Experimental design. Wadsworth, Belmont.

[26]

Linn, M. C., Eylon, B.-S., and Davis, E. A. 2004. The knowledge integration perspective on learning. In Internet environments for science education, M. C. Linn, E. A. Davis and P. Bell, Eds. Erlbaum, Mahwah, NJ, 29--46.

[27]

Loidl, S., Mühlbacher, J. R., and Schauer, H. 2005. Preparatoy knowledge: propaedeutic in informatics. In From computer literacy to informatics fundamentals, Proceedings of international conference on informatics in secondary schools---evolution and perspectives, R. T. Mittermeir, Ed. Springer, New York, 104--115.

Digital Library

[28]

Meyer, J. H. F. and Land, R. 2003. Threshold concepts and troublesome knowledge 1: Linkages to ways of thinking and practising within the disciplines. In Improving Student Learning -- Ten Years On., C. Rust, Ed. OCSLD, Oxford.

[29]

Moreno, L., González, C., Castilla, I., González, E. J., and Sigut, I. 2007. Use of constructivism and collaborative teaching in an ILP processors course. IEEE Transactions on Education 50, 2, 101--111.

Digital Library

[30]

Mueller, K. E. and Barton, C. N. 1989. Approximate power for repeated-measures ANOVA lacking sphericity. Journal of the American Statistical Association, 84(406), 549--555.

[31]

Mueller, K. E., LaVange, L. E., Ramey, S. L., and Ramey, C. T. 1992. Power calculations for general linear multivariate models including repeated measures applications. Journal of the American Statistical Association, 87(420), 1209--1226.

[32]

Mühling, A., Hubwieser, P., and Brinda, T. 2010. Exploring Teachers' Attitudes Towards Object Oriented Modelling and Programming in Secondary Schools. In ICER '10: Proceedings of the Sixth international workshop on Computing education research. ACM, New York, NY, USA, 59--68.

Digital Library

[33]

Müller, P. and Hubwieser, P. 2000. Informatics as a Mandatory Subject at Secondary Schools in Bavaria. In Open Classrooms in the Digital Age, EDEN, Ed., 129--140.

[34]

Ni, L. 2009. What makes CS teachers change? Factors influencing CS teachers' adoption of curriculum innovations. SIGCSE Bulletin, 41(1), 544--548.

Digital Library

[35]

Niemi, H. and Jakku-Sihvonen, R. 2006. Research-based teacher education. In Research-based teacher education in Finland, R. Jakku-Sihvonen and H. Niemi, Eds. Finnish Educational Research Association, Turku, 31--50.

[36]

Nievergelt, J. 1990. Computer Science for Teachers: A quest for classics and how to present them. In Computer Assisted Learning, D. H. Norrie and Six H. W., Eds. Lecture notes in computer science 438. Springer, Berlin, 2--15.

Digital Library

[37]

Parker, J. C. and Rubin, L. J. 1966. Process as content. Curriculum design and the application of knowledge. Rand McNally, Chicago.

[38]

Sanders, K., Boustedt, J., Eckerdal, A., McCartney, R., Moström, J. E., Thomas, L., and Zander, C. 2012. Threshold concepts and threshold skills in computing. In Proceedings of the ninth annual international conference on International computing education research. ICER '12. ACM, New York, NY, USA, 23--30.

Digital Library

[39]

Schwill, A. 1994. Fundamental ideas of computer science. Bulletin European Association for Theoretical Computer Science 53, 274--274.

[40]

Sekretariat der ständigen Konferenz der Kultusminister der Länder in der Bundesrepublik Deutschland, Ed. 2008. Ländergemeinsame inhaltliche Anforderungen für die Fachwissenschaften und Fachdidaktiken in der Lehrerbildung. Beschluss der Kultusministerkonferenz vom 16.10.2008 i. d. F. vom 16.09.2010, Berlin.

[41]

Shulman, L. S. 1986. Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4--14.

[42]

Sorva, J. 2010. Reflections on threshold concepts in computer programming and beyond. In Proceedings of the 10th Koli Calling International Conference on Computing Education Research. Koli Calling '10. ACM, New York, NY, USA, 21--30.

Digital Library

[43]

Spohrer, M. 2009. Konzeption und Analyse neuer Maßnahmen in der Fort- und Weiterbildung von Informatiklehrkräften. Dissertation, Technische Universität.

[44]

Stephenson, C., Gal-Ezer, J., Haberman, B., and Verno, A. 2005. The New Educational Imperative: Improving High School Computer Science Education. Using worldwide research and professional experience to improve U. S. Schools. Final Report of the CSTA Curriculum Improvement Task Force. ACM, CSTA, New York.

[45]

Vaux, A. and Briggs, C. S. 2005. Conducting mail and Internet surveys. In The psychology research handbook, F. T. L. Leong and J. T. Austin, Eds. Sage, Thousand Oaks, CA, 186--209.

[46]

Winer, B. J., Brown, D. R., and Michels, K. M. 1991. Statistical principles in experimental design. McGraw-Hill, Boston.

[47]

Wursthorn, B. 2005. Fundamental concepts of computer science in a Logo-environment. In Digital tools for lifelong learning. Proceedings of the tenth European Logo Conference (pp. 219--227). Warsaw, Poland Centre for Informatics and Technology Education inDigital tools for lifelong learning., G. Gregorczyk, A. Walat, W. Kranas and M. Borowiecki, Eds., Warsaw, 219--227.

[48]

Zeidler, D. L. 2002. Dancing with maggots and saints: visions for subject matter knowledge, pedagogical knowledge, and pedagogical content knowledge in science teacher education reform. Journal of Science Teacher Education, 13(1), 27--42.

[49]

Zendler, A. and Spannagel, C. 2008. Empirical foundation of central concepts for computer science education. ACM Journal on Educational Resources in Computing, 8(2), Article No. 6.

Digital Library

[50]

Zendler, A., Spannagel, C., and Klaudt, D. 2008. Process as content in computer science education: empirical determination of central processes. Computer Science Education, 18(4), 231--245.

[51]

Zendler, A., Spannagel, C., and Klaudt, D. 2011. Marrying content and process in computer science education. IEEE Transactions on Education 54, 3, 387--397.

Digital Library

Cited By

Heintz FMannila LFarnqvist T(2016)A review of models for introducing computational thinking, computer science and computing in K-12 education2016 IEEE Frontiers in Education Conference (FIE)10.1109/FIE.2016.7757410(1-9)Online publication date: Oct-2016
https://doi.org/10.1109/FIE.2016.7757410
Giordano DMaiorana FCsizmadia AMarsden SRiedesel CMishra SVinikienė LRagonis NKinnunen P(2015)New Horizons in the Assessment of Computer Science at School and BeyondProceedings of the 2015 ITiCSE on Working Group Reports10.1145/2858796.2858801(117-147)Online publication date: 4-Jul-2015
https://dl.acm.org/doi/10.1145/2858796.2858801

Index Terms

How teachers in different educational systems value central concepts of computer science
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

Recommendations

The network of teaching excellence in computer science and master teachers
WiPSCE '14: Proceedings of the 9th Workshop in Primary and Secondary Computing Education

The current focus on computer science in the school curriculum in many countries has led to concerns about how teachers will manage this change and rise to the challenge of the new curriculum. In-service teachers have a need for professional development ...
A Review of International Models of Computer Science Teacher Education
ITiCSE-WGR '22: Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

Throughout the world, Computer Science Education (CSE) has ex- panded exponentially over the past decade, focused on teaching primary and secondary students computing ideas and tools. To teach all these students computer science (CS), models for teacher ...
Master Teachers in Computing: What have we achieved?
WiPSCE '15: Proceedings of the Workshop in Primary and Secondary Computing Education

Recent changes to the teaching of Computing in all schools in England have been profound and wide-ranging, changing the subject from one focussed on the use of ICT products to one focussed on the understanding and creation of computing systems. This ...

Comments

Please enable JavaScript to view thecomments powered by Disqus.

Information & Contributors

Information

Published In

cover image ACM Other conferences

WiPSCE '12: Proceedings of the 7th Workshop in Primary and Secondary Computing Education

November 2012

168 pages

ISBN:9781450317870

DOI:10.1145/2481449

Conference Chairs:
Maria Knobelsdorf
Technische Universität Dortmund, Germany
,
Ralf Romeike
University of Potsdam, Germany

Copyright © 2012 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Sponsors

Universität Hamburg: Universität Hamburg

In-Cooperation

SIGCSE: ACM Special Interest Group on Computer Science Education

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 08 November 2012

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article

Conference

WIPSCE '12

Sponsor:

Universität Hamburg

WIPSCE '12: Workshop in Primary and Secondary Computing Education

November 8 - 9, 2012

Hamburg, Germany

Acceptance Rates

WiPSCE '12 Paper Acceptance Rate 9 of 28 submissions, 32%;

Overall Acceptance Rate 104 of 279 submissions, 37%

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

2
Total Citations
View Citations
142
Total Downloads

Downloads (Last 12 months)1
Downloads (Last 6 weeks)0

Reflects downloads up to 31 Dec 2024

Other Metrics

View Author Metrics

Citations

Cited By

Heintz FMannila LFarnqvist T(2016)A review of models for introducing computational thinking, computer science and computing in K-12 education2016 IEEE Frontiers in Education Conference (FIE)10.1109/FIE.2016.7757410(1-9)Online publication date: Oct-2016
https://doi.org/10.1109/FIE.2016.7757410
Giordano DMaiorana FCsizmadia AMarsden SRiedesel CMishra SVinikienė LRagonis NKinnunen P(2015)New Horizons in the Assessment of Computer Science at School and BeyondProceedings of the 2015 ITiCSE on Working Group Reports10.1145/2858796.2858801(117-147)Online publication date: 4-Jul-2015
https://dl.acm.org/doi/10.1145/2858796.2858801

View Options

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Publication

View options

PDF

View or Download as a PDF file.

eReader

View online with eReader.

Media

Figures

Other

Tables

View Table of Contents