Computer science/informatics in secondary education

Abstract

Computer Science (CS) Education research, specifically when focusing on secondary education, faces the difficulty of regionally differing political, legal, or curricular constraints. To date, many different studies exist that document the specific regional situations of teaching CS in secondary schools. This ITiCSE working group report documents the process of collecting, evaluating, and integrating research findings about CS in secondary schools from different countries. As an outcome, it presents a category system (Darmstadt Model), as a first step towards a framework that supports future research activities in this field and that supports the transfer of results between researchers and teachers in CS education (CSE) across regional or national boundaries. Exemplary application of the Darmstadt model shows in several important categories how different the situation of CSE in secondary education in various countries can be. The Darmstadt Model (DM) is now ready for discussion and suggestions for improvement by the CSE-community.

Identifying and formulating teachers’ beliefs and motivational orientations for computer science teacher education

“…First, implemented curricula contain a variety of didactical concepts, goals and learning contents creating an inconsistent situation. That leads to computer science teachers believing that they are not properly prepared to fulfill their job tasks due to (missing) qualifications (Diethelm, Hildebrandt, and Krekeler 2009).…”

“…Furthermore, they are a minor group within the teaching community. With (often) only one computer science teacher at a school, collaboration, for example, to develop teaching material, is quite complicated (Diethelm, Hildebrandt, and Krekeler 2009). Computer science teachers are also not satisfied with their own planning and success in teaching (Hubwieser, Mühling, and Brinda 2010).…”

Investigating teachers’ confidence on technological pedagogical and content knowledge: an initial validation of TPACK scales in K-12 computing education context

“…The curricula for computer science education (CSE) of many countries comprise both ICT and rigorous CS (e.g., programing, algorithms). However, during the last few years, the focus of CSE in K-12 education has shifted from computer and ICT applications toward rigorous computing in several countries or states (Hubwieser et al 2011(Hubwieser et al , 2014. Accordingly, the students should learn basic concepts of CS like algorithms or data structures instead of mere user skills.…”

Teaching Efficiency of Algorithms on Czech Grammar Schools

“…Komplexní osnovy pro primární a sekundární všeobecné vzdělávání vypracoval tým ACM (8). Poměrně aktuální přehled o situaci v světě podávají reference v článku (9).…”