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

Peter Hubwieser, Andreas Zendler

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review

1 Scopus citations

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.

Original languageEnglish
Title of host publicationProceedings - 7th Workshop in Primary and Secondary Computing Education, WiPSCE 2012
Pages62-69
Number of pages8
DOIs
StatePublished - 2012
Event7th Workshop in Primary and Secondary Computing Education, WiPSCE 2012 - Hamburg, Germany
Duration: 8 Nov 20129 Nov 2012

Publication series

NameACM International Conference Proceeding Series

Conference

Conference7th Workshop in Primary and Secondary Computing Education, WiPSCE 2012
Country/TerritoryGermany
CityHamburg
Period8/11/129/11/12

Keywords

  • Central concepts
  • Computer science education
  • Subject domain knowledge
  • Teacher education

Fingerprint

Dive into the research topics of 'How teachers in different educational systems value central concepts of computer science'. Together they form a unique fingerprint.

Cite this