1. Process as content in computer science education: empirical determination of central processes.
- Author
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Zendler, A., Spannagel, C., and Klaudt, D.
- Subjects
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COMPUTER science , *INFORMATION technology , *EDUCATION , *EDUCATIONAL sociology , *CLUSTER analysis (Statistics) , *STATISTICAL correlation , *MULTIVARIATE analysis , *INTELLECTUALS , *INTELLECT - Abstract
Computer science education should not be based on short-term developments but on content that is observable in multiple domains of computer science, may be taught at every intellectual level, will be relevant in the longer term, and is related to everyday language and/or thinking. Recently, a catalogue of central concepts for computer science education such as algorithm, computer, and data has been empirically determined. This paper now concentrates on central processes relevant for computer science education. Experts of computer science rated 44 general-education processes regarding four criteria. By using a cluster analysis approach the following central processes for computer science education have been identified: problem solving and problem posing, analyzing, generalizing, finding relationships, classifying, and investigating. [ABSTRACT FROM AUTHOR]
- Published
- 2008
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