TY - GEN
T1 - The Darmstadt model
T2 - 6th International Conference on Informatics in Schools: Situation, Evolution, and Perspectives, ISSEP 2013
AU - Hubwieser, Peter
PY - 2013
Y1 - 2013
N2 - Due to the substantial differences of preconditions, circumstances and influence factors, it is often very difficult to compare or transfer research results in the field of Computer Science Education (CSE) in schools from one country to another. For this purpose we have started the development of a specific framework that, at the end, should reflect all factors that might be relevant for CSE. We collected five extensive case studies from five different countries and performed a qualitative text analysis on those, which was guided by the categories of the well-known Berlin Model as an initial theory. During the coding process we had to realize that this theory was not sufficient in many respects. At first, we noted that we had to deal with three different dimensions. Additionally, we found that we would need more categories, up to 70 at the end. The result of our coding process represents a first step towards the desired framework, that of course, has to be improved still a lot. This will be done by coding further case studies, extending, defining and explicating the categories.
AB - Due to the substantial differences of preconditions, circumstances and influence factors, it is often very difficult to compare or transfer research results in the field of Computer Science Education (CSE) in schools from one country to another. For this purpose we have started the development of a specific framework that, at the end, should reflect all factors that might be relevant for CSE. We collected five extensive case studies from five different countries and performed a qualitative text analysis on those, which was guided by the categories of the well-known Berlin Model as an initial theory. During the coding process we had to realize that this theory was not sufficient in many respects. At first, we noted that we had to deal with three different dimensions. Additionally, we found that we would need more categories, up to 70 at the end. The result of our coding process represents a first step towards the desired framework, that of course, has to be improved still a lot. This will be done by coding further case studies, extending, defining and explicating the categories.
KW - Computer sciene education
KW - qualitative text analysis
KW - research framework
UR - http://www.scopus.com/inward/record.url?scp=84874921507&partnerID=8YFLogxK
U2 - 10.1007/978-3-642-36617-8_1
DO - 10.1007/978-3-642-36617-8_1
M3 - Conference contribution
AN - SCOPUS:84874921507
SN - 9783642366161
T3 - Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics)
SP - 1
EP - 14
BT - Informatics in Schools
Y2 - 26 February 2013 through 2 March 2013
ER -