Computer science: through the eyes of potential students
ACSE '98 Proceedings of the 3rd Australasian conference on Computer science education
Defensive climate in the computer science classroom
SIGCSE '02 Proceedings of the 33rd SIGCSE technical symposium on Computer science education
Why computer science students need language
ACM SIGCSE Bulletin
Working group reports from ITiCSE on Innovation and technology in computer science education
Teaching entering students to think like computer scientists
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Computer literacy: what students know and from whom they learned it
Proceedings of the 36th SIGCSE technical symposium on Computer science education
Predictors of success in a first programming course
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Women and Information Technology: Research on Underrepresentation
Women and Information Technology: Research on Underrepresentation
Proceedings of the third international workshop on Computing education research
Commonsense computing (episode 3): concurrency and concert tickets
Proceedings of the third international workshop on Computing education research
ICER '08 Proceedings of the Fourth international Workshop on Computing Education Research
Understanding computing stereotypes with self-categorization theory
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Computer science in context: pathways to computer science
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
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Problems that first year students encounter when majoring in Computer Science (CS) are complex and interrelated. We assume that CS majors drop the subject because, among other non-educational reasons, the teaching process and learning environment do not fit their preconditions for learning. Before meaningful educational interventions can be developed to address this issue, a profound understanding of students' learning backgrounds is needed. For this reason, we developed a biographical research approach, which allows us to analyze students' individual computing experiences retrospectively. Students' computing experiences are individual and thus vary. However, students still share some common experiences, beliefs, and perceptions and a certain coherence or relationship should exist between them. Therefore, the objective of our research is to reconstruct typical patterns among the single characteristics of students' preconditions. For this purpose an empirically-based typology is planned. This paper presents our research design, providing a detailed description of how to develop an empirically-based typology.