Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
Computer Science for Teachers: A Quest for Classics and How to Present Them
ICCAL '90 Proceedings of the 3rd International Conference on Computer Assisted Learning
Object Models of IT-Systems Supporting Cognitive Structures in Novice Courses of Informatics
Proceedings of the IFIP TC3/WG3.1&3.2 Open Conference on Informatics and The Digital Society: Social, Ethical and Cognitive Issues on Informatics and ICT
An information-oriented approach to informatical education
Informatics in education
Communications of the ACM - Blueprint for the future of high-performance networking
Proceedings of the third international workshop on Computing education research
Empirical Foundation of Central Concepts for Computer Science Education
Journal on Educational Resources in Computing (JERIC)
What makes CS teachers change?: factors influencing CS teachers' adoption of curriculum innovations
Proceedings of the 40th ACM technical symposium on Computer science education
Exploring teachers' attitudes towards object oriented modelling and programming in secondary schools
Proceedings of the Sixth international workshop on Computing education research
Reflections on threshold concepts in computer programming and beyond
Proceedings of the 10th Koli Calling International Conference on Computing Education Research
Preparatory knowledge: propaedeutic in informatics
ISSEP'05 Proceedings of the 2005 Informatics in Secondary Schools - Evolution and Perspectives international conference on From Computer Literacy to Informatics Fundamentals
Functions, objects and states: teaching informatics in secondary schools
ISSEP'06 Proceedings of the 2006 international conference on Informatics in Secondary Schools - Evolution and Perspectives: the Bridge between Using and Understanding Computers
Use of Constructivism and Collaborative Teaching in an ILP Processors Course
IEEE Transactions on Education
Marrying Content and Process in Computer Science Education
IEEE Transactions on Education
Threshold concepts and threshold skills in computing
Proceedings of the ninth annual international conference on International computing education research
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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.