A survey of methods used to evaluate computer science teaching
ITiCSE '98 Proceedings of the 6th annual conference on the teaching of computing and the 3rd annual conference on Integrating technology into computer science education: Changing the delivery of computer science education
Building a rigorous research agenda into changes to teaching
ACSE '98 Proceedings of the 3rd Australasian conference on Computer science education
The Jeliot 2000 program animation system
Computers & Education
Qualitative research projects in computing education research: an overview
ACE '06 Proceedings of the 8th Australasian Conference on Computing Education - Volume 52
Proceedings of the 6th Baltic Sea conference on Computing education research: Koli Calling 2006
Student defensiveness as a threshold to reflective learning in software design
Informatics in education
Learning educational research methods through collaborative research: the PhICER initiative
ACE '08 Proceedings of the tenth conference on Australasian computing education - Volume 78
Analysis of research into the teaching and learning of programming
ICER '09 Proceedings of the fifth international workshop on Computing education research workshop
Koli Calling '07 Proceedings of the Seventh Baltic Sea Conference on Computing Education Research - Volume 88
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With our interest to improve our education in computer science, an understanding of how students learn about CS concepts, how different concepts are understood, as well as the conditions for learning, become important issues. A better understanding of our students and their learning gives us a strong tool in our efforts to develop teaching. There is an increasing awareness of the usefulness of theoretically sound research approaches: it opens for generalisations of results, it invites comparison between researchers, methods and results, and at the same time it makes the limits of the research visible. As examples on initiatives that have lately been taken to promote a conscious use of relevant research approaches, can be mentioned the bootstrapping project [13], the special issue on import and export of Computer Science Education (to appear), as well as papers offering overviews of the current use of certain approaches ([4], [8]) and attempts to verbalize models for a successful research process ([5], [6], [12]).These initiatives do not advocate the primacy of a certain approach over others. This openness is well-grounded, since "a particular approach offers certain perspectives on a research question, and, in this way, enables the researcher to study [these] aspects of learning, while other aspects, that are not in focus using the selected approach, become unclear or 'blurred' (Berglund, submitted for review). Thus, the selection an approach is closely intertwined with the research question under investigation.In this panel, the theoretical foundations for four different research approaches will be described, and examples of research performed within each of these approaches will be given. The examples will serve to illuminate which kinds of results that can be offered by a particular approach, and thereby illustrate its use.