ABSTRACT
Almost 30 years ago, Shulman categorized the knowledge of teachers by several categories including the pedagogical content knowledge (PCK): "It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented and adapted to the diverse interests and abilities of learners." [10]. The interest in research results dealing with this competency has increased in the last years. Several research projects have operationalized and measured the PCK for different subjects with notable results. They have shown discrepancies in teacher education, which need to be considered and overcome. Due to the young age of the subject computer science it will be interesting to obtain corresponding results in computer science education. In this article we present examples for test items measuring computer science teachers' PCK with main focus on the field of students' tasks and conceptions. They were developed on the base of the test instrument of the MoKoM project which was used in a large study investigating students' knowledge in computer science. Furthermore we will give an outlook on the setting of the assessment we are planning to conduct with these test items.
- L. W. Anderson and D. R. Krathwohl. A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman, New York, 2001.Google Scholar
- M. Berges, P. Hubwieser, N. Schaper, E. Bender, M. Margaritis, J. Magenheim, S. Schubert, and L. Ohrndorf. Developing a Competency Model for Teaching Computer Science in Schools. In Proceedings of the 18th ACM Conference on Innovation and Technology in Computer Science Education, pages 327--327, Canterbury, England, UK, 2013. ACM. Google ScholarDigital Library
- A. Eckerdal, R. McCartney, J. E. Moström, M. Ratcliffe, K. Sanders, and C. Zander. Putting threshold concepts into context in computer science education. ACM SIGCSE Bulletin, 38(3):103, June 2006. Google ScholarDigital Library
- O. Hazzan, T. Lapidot, and N. Ragonis. Guide to Teaching Computer Science - An Activity-Based Approach. Springer, London, 2011. Google ScholarDigital Library
- M. Jüttner and B. J. Neuhaus. Using empirically analyzed pupils' errors to develop a PCK test. In Contemporary science education research: preservice and inservice teacher education. A collection of papers presented at ESERA 2009 conference, pages 331--340. Pegem Akademi, 2010.Google Scholar
- S. Krauss, J. Baumert, and W. Blum. Secondary mathematics teachers' pedagogical content knowledge and content knowledge: validation of the COACTIV constructs. Zdm, 40(5):873--892, Oct. 2008.Google ScholarCross Ref
- J. Magenheim, J. Neugebauer, P. Stechert, L. Ohrndorf, B. Linck, S. Schubert, W. Nelles, and N. Schaper. Competence Measurement and Informatics Standards in Secondary Education. In Informatics in Schools: Sustainable Informatics Education for Pupils of all ages (ISSEP), 2013. Google ScholarDigital Library
- L. Ohrndorf. A taxonomy of errors for computer science education. In IFIP World Computer Congress WCCE 2013, Torun, 2013.Google Scholar
- S. Park and J. S. Oliver. Revisiting the Conceptualisation of Pedagogical Content Knowledge (PCK): PCK as a Conceptual Tool to Understand Teachers as Professionals. Research in Science Education, 38(3):261--284, June 2007.Google ScholarCross Ref
- L. S. Shulman. Knowledge and teaching: Foundations of the new reform. Harvard educational review, 1987.Google Scholar
- M. Weigend. From intuition to programme. Informatics Education -The Bridge between Using and..., pages 117--126, 2006. Google ScholarDigital Library
Index Terms
- Measurement of pedagogical content knowledge: students' knowledge and conceptions
Recommendations
Computer Science Pedagogical Content Knowledge: Characterizing Teacher Performance
Computer science education efforts are expanding across the globe to equip students with the necessary computing skills for today’s digital world. However, preparing students to become literate in computing activities requires the training of tens of ...
Measuring computer science pedagogical content knowledge: An exploratory analysis of teaching vignettes to measure teacher knowledge
WiPSCE '16: Proceedings of the 11th Workshop in Primary and Secondary Computing EducationThe initiatives to introduce Computer Science as a mandatory subject in K-12 in the U.S. (CSForAll), the U.K. (CAS), or Australia mean that thousands of new teachers will need to be trained both through inservice professional development and preservice ...
Towards a conceptualization of pedagogical content knowledge for computer science
ICER '13: Proceedings of the ninth annual international ACM conference on International computing education researchccording to the current state of research, it seems uncontroversial that the Pedagogical Content Knowledge (PCK) of teachers is a crucial factor for the success of teaching and learning in the context of many school subjects. Yet, the research about PCK ...
Comments