Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Teaching computer science in context
ACM Inroads
Characterizing research in computing education: a preliminary analysis of the literature
Proceedings of the Sixth international workshop on Computing education research
Exploring teachers' attitudes towards object oriented modelling and programming in secondary schools
Proceedings of the Sixth international workshop on Computing education research
Identifying relevant CS contexts using the miracle question
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Guide to Teaching Computer Science: An Activity-Based Approach
Guide to Teaching Computer Science: An Activity-Based Approach
Investigating cognitive structures of object oriented programming
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Computer science/informatics in secondary education
Proceedings of the 16th annual conference reports on Innovation and technology in computer science education - working group reports
ACM Inroads
Ways of planning lessons on the topic of networks and the internet
Proceedings of the 7th Workshop in Primary and Secondary Computing Education
An investigation of secondary school students' conceptions on how the internet works
Proceedings of the 12th Koli Calling International Conference on Computing Education Research
Towards a conceptualization of pedagogical content knowledge for computer science
Proceedings of the ninth annual international ACM conference on International computing education research
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Based on the model of Educational reconstruction that was proposed by Kattmann et al. for Science Education in 1997, we derived a specific framework for the design and development of lessons in Computer Science (CS). We present and explain this framework that is constructed according to the specific goals, knowledge structures and teaching methods of Computer Science at schools. This framework is arranged around suitable "real world phenomena" in the sense of a teaching context. Thus, it may be applied as a road map for the "CS in context" approach as well as to other teaching approaches for CS at school. In order to validate this framework, we have conducted some empirical research in order to propose and test suitable methods for the empirical investigation and validation of the main working steps of our framework. For this purpose, we have conducted a survey that investigated which IT-phenomena would be particular interesting for students. Additionally, we asked about 100 students to describe their conceptions and beliefs about the functions and principles of computer viruses as an example for students' conceptions of a phenomenon.