Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

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[2] M. Iding, R. Landsman, and T. Nguyen. Critical evaluation of scientific websites by high school students. In D. Watson & J. Anderson (Eds.), Networking the Learner: Computers in Education: Seventh IFIP World Conference on Computers in Education Conference Proceedings. Dordrecht, Netherlands: Kluwer Academic Publishers, pp. 373-382, 2002. [3] M. Iding, M.E. Crosby, B. Auernheimer, and E. B. Klemm, E.B. Web site credibility: Why do people believe what they believe? Instructional Science, 37, 2009, pp. 43-63 [4] M. Iding, J. Nordbotten, and J.M. Singh, Credibility: Norwegian students evaluate media studies Web sites. In D. Kuma & J. Turner (Eds.), Education for the 21 st century: Impact of ICT and digital resources: WCC 2006 Santiago, Chile, (pp. 327-331). New York: Springer, 2006. [5] E. G. Benotsch, S. Kalichman, and L.S. Weinhardt. HIV–AIDS patients’ evaluation of health information on the Internet: The digital divide and vulnerability to fraudulent claims. Journal of Consulting and Clinical Psychology, 72(6), 2004, pp. 1004-1011. [6] Fogg, B.J., Soohoo, C., Danielson, D., Marable, L., Stanford, J. & Tauber, E. R. 2002 How do people evaluate a Web site’s credibility: Results from a large study. http://www.consumerwebwatch.org/dynamic/web-credibility-reportevaluate.cfm 66 [7] I. Braten, H. I. Stromso, and M. Samuelstuen. The relationship between Internet-specific epistemological beliefs and learning within Internet technologies. J. Educational Computing Research, vol. 33(2), 2005, pp. 141-171. [8] B. K. Hofer, and P. R. Pintrich. The development of epistemological theories: Beliefs about knowledge and knowing and their relationship to learning. Review of Educational Research, vol. 67, 1997, pp. 88-140. [9] C.A. Chinn, and W. F. Brewer. The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. Review of Educational Research, vol. 63, 1993, pp. 1-49 [10] P.R. Pintrich, R.W. Marx, and R. A Boyle. Beyond cold conceptual change: The role of motivational beliefs and clssroom contextual factors in the process of conceptual change. Review of Educational Research, vol. 63, 1993, pp. 167-199. [11] D. Schunk. Social cognitive theory and sefl-regulated learning. In B. Zimmerman and D. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research and practice, New York: Springer, 1989, pp. 83-110.
How Teachers in Different Educational Systems Value Central Concepts of Computer Science Peter Hubwieser Technische Universität München TUM School of Education Fakultät für Informatik Boltzmannstr. 3. D-85478 Garching +49 89 289 17350 Peter.Hubwieser@tum.de 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. Categories and Subject Descriptors K.3.2 [Computer and Information Science Education ]: Computer science education. General Terms Human Factors Keywords computer science education, teacher education, subject domain knowledge, central concepts. 1. INTRODUCTION The educational systems of the 16 German states exhibit substantial structural differences. This applies to the implementation of computer science education in schools as well as to the teacher education programs. This empirical study investigates how teachers from two German states differ in their evaluations of central concepts of computer science that are given particular emphasis in the curricula respectively in the teacher training programs of these states. 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. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Conference’10, Month 1–2, 2010, City, State, Country. Copyright 2010 ACM 1-58113-000-0/00/0010 …$15.00. Andreas Zendler University of Education Ludwigsburg Institute of Mathematics and Computer Science Reuteallee 46 D-71634 Ludwigsburg +49 7141 140 683 zendler@ph-ludwigsburg.de 67 The provision of effective computer science education (CSE) in schools requires computer science (CS) teachers who are able to draw on three types of professional knowledge [41], [48], [7, 26], [1]: (1) disciplinary knowledge of the subject taught (content knowledge), (2) general pedagogical knowledge (pedagogical knowledge), and (3) knowledge of how to teach specific subject matter (pedagogical content knowledge). A crucial tasks for teacher training programs is to define what the subject of computer science is and what it is not: “One of the challenges we face when discussing computer science education is that the field of computer science seems to progress so quickly that is difficult even for computer scientists to clearly define its contents and proscribe its boundaries” [12]. This study builds on different approaches to teacher training programs (See sections “Theoretical Background” and “Related Work”). Specifically, we investigated whether and how computer science teachers differ from the two different German states Baden-Württemberg (BW) and Bavaria (BY) in their evaluations of the relationships between central content concepts and central process concepts of the discipline. We also examine whether Bavarian computer science teachers evaluate the concepts given in their training programs (data, model, process, structure, information) [43] as being of particular importance. By addressing these research questions, we hope to provide insights that can inform the pre- and in-service training of computer science teachers. 2. THEORETICAL BACKGROUND In the last decade the research-based approach to teacher education has been gaining ground [24], [35], [12], [11] . It is characterized by three main desiderata: (1) teachers need in-depth knowledge of recent research advances in the subject they teach, (2) teacher training should itself be an object of research, (3) teachers need to internalize a research-based approach to their work. In implementing curricular reforms, moreover, it is important to consider a bottom-up approach [10], [14] that explicitly draws on teachers’ knowledge and perspectives: “To understand the role of teachers with respect to educational reform, it has been suggested that their beliefs and views (…), or their practical knowledge (…) be analyzed” (see [10], p. 138). Fincher and Tenenberg [13] as well as Ni [34] have discussed the application of the bottom-up approach to training programs for computer science teachers.
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Fakultät für Mathematik, Informat
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Program Committee Michal Armoni Wei
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Challenge and Creativity: Students
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Challenges in Computer Science Educ
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These echo a 2008 report from the N
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examples, and in practice teachers
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Figure 3: A trace of bubble sort fr
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Real-world context GP Context Artif
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i. e. theories, models, frameworks,
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number P-156 in Lecture Notes in In
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1. Context-based education in compu
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Figure 1. Network traffic for authe
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A weak point of the Vigenère algor
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We have learnt that we can both loo
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Comparing CSTA K-12 Computer Scienc
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grade 4, 5, 6 or 8, depending on ch
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Table 1. Scoring Scale for the Impl
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the highest rate of implementation
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Information Theory on Czech Grammar
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of information in a message M, repr
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Data modeling and database systems
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the knowledge about ICT and CS (see
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The Mindstorm Effect: A Gender Anal
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Exploring the processing of formatt
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Teachersʼ Perceptions Of The Value
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Technocamps: Bringing Computer Scie
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Abenteuer Informatik - Hands-on exh
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Gaming and Mathematics: A Cross Cur
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Turi: Chatbot software for schools
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ABSTRACT Learning Fields in Vocatio
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ABSTRACT This study examines the po
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