Pedagogical content knowledge for computer science in German teacher education curricula

Hubwieser, Peter; Berges, Marc; Magenheim, Johannes; Schaper, Niclas; Bröker, Kathrin; Margaritis, Melanie; Schubert, Sigrid; Ohrndorf, Laura

doi:10.1145/2532748.2532753

Cited by 17 publications

(10 citation statements)

References 24 publications

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“…However, a PCK perspective appears to be fruitful to explore the professional knowledge of CS teacher, as demonstrated by a large German project on the teaching of CS in schools [51], as well as by more focused investigations in the areas of programming [78,3,32] and UML design [57].…”

Section: Teacher Practice and Teacher Knowledgementioning

confidence: 99%

Concepts in K-9 Computer Science Education

Barendsen

Mannila

Demo

et al. 2015

Proceedings of the 2015 ITiCSE on Working Group Reports

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This exploratory study focuses on concepts and their assessment in K-9 computer science (CS) education. We analyzed concepts in local curriculum documents and guidelines, as well as interviewed K-9 teachers in two countries about their teaching and assessment practices. Moreover, we investigated the 'task based assessment' approach of the international Bebras contest by classifying the conceptual content and question structure of Bebras tasks spanning five years. Our results show a variety in breadth and focus in curriculum documents, with the notion of algorithm as a significant common concept. Teachers' practice appears to vary, depending on their respective backgrounds. Informal assessment practices are predominant, especially in the case of younger students. In the Bebras tasks, algorithms and data representation were found to be the main concept categories. The question structure follows specific patterns, but the relative frequencies of the patterns employed in the tasks vary over the years. Our analysis methods appear to be interesting in themselves, and the results of our study give rise to suggestions for follow-up research.

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Section: Teacher Practice and Teacher Knowledgementioning

confidence: 99%

Concepts in K-9 Computer Science Education

Barendsen

Mannila

Demo

et al. 2015

Proceedings of the 2015 ITiCSE on Working Group Reports

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“…Subsequently, and as already described in [28], we identified three of the top-level categories as specific "Fields of Pedagogical Operation" (FPO, see table 2), which seemed to be orthogonal to the remaining 15 categories, which we called "Aspects of Teaching and Learning" (ATL, See table 3.). In this manner, we obtained a two-dimensional model with the FPOs as columns and the ATLs as lines (See table 1).…”

Section: Fig 1 Structure Of a Cs Competency Modelmentioning

confidence: 88%

Development of a competency model for computer science teachers at secondary school level

Margaritis

Magenheim

Hubwieser

et al. 2015

2015 IEEE Global Engineering Education Conference (EDUCON)

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In order to identify important competencies required for teaching computer science in schools, the research project KUI (Competencies for Teaching Computer Science) granted by the Ministry of Education and Research (BMBF) was founded. At this point in time, there is no consistent competency model for training computer science pre-service teachers in Germany. The development of an adequate model is an important step to establish outcome-oriented guidelines and curricula recommendations. The first framework of a competency model is structured into the dimensions of subject matter knowledge (CK), pedagogical content knowledge (PCK) and non-cognitive competencies (NCC). This article concentrates on the development of the PCK and NCC competency model. It describes our methodological approach, our results of expert interviews to refine the model, and shows an overview of the first competency definitions.

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“…The scenarios contain situations regarding fields of pedagogical operations (planning, reacting and evaluating) and aspects of teaching and learning. [4] Moreover, I take a sample of each group and record them during a CS school lesson to see if they can transfer their knowledge during teaching. As a next step, I am going to measure the CS pre-service teachers' self-estimation regarding their PCK.…”

Section: Research Goals and Methodsmentioning

confidence: 99%

What pedagogical content knowledge competencies do computer science pre-service teachers have?

Margaritis

2014

Proceedings of the Tenth Annual Conference on International Computing Education Research

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This document aims at identifying important competencies for pedagogical content knowledge of Computer Science pre-service teachers at the end of the theoretical part of their education by means of empirical research. The goal of this study is to detect whether pedagogical content knowledge courses for Computer Science pre-service teachers are sufficient or whether the curriculum should be adapted. For my research, I am using video recordings and interviews to measure these competencies. Moreover, I based my study on the pedagogical content knowledge competence model developed by the "Competencies for Teaching Computer Science" research group.

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Pedagogical content knowledge for computer science in German teacher education curricula

Cited by 17 publications

References 24 publications

Concepts in K-9 Computer Science Education

Concepts in K-9 Computer Science Education

Development of a competency model for computer science teachers at secondary school level

What pedagogical content knowledge competencies do computer science pre-service teachers have?

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