Teaching algorithms in upper secondary education: a study of teachers’ pedagogical content knowledge

Background and Context: Computing education is expanding, while the teaching of algorithms less well studied.Objective: The aim this study was to examine teachers’ pedagogical content knowledge (PCK) for algorithms.Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary (students aged 15–18). data were analyzed qualitatively.Findings: found two patterns variation PCK. First, we detected goals related their view algorithms: they either focused on “thinking” about algorithm as an object, or “thinking making”, where also regarded a program. Second, responding differences between students, which may be generic topic-specific. Furthermore, our findings reveal that consider class discussions play significant role instructional method provoking reflection.Implications: Our regarding PCK beneficial development teacher professionalization activities CS teachers.