Teaching Programming in Secondary School: A Pedagogical Content Knowledge Perspective
نویسندگان
چکیده
منابع مشابه
Teaching programming in secondary school: A pedagogical content knowledge perspective
The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming. PCK has been defined as the knowledge that allows teachers to transform their knowledge of the subject into something accessible for their students. The core questions to uncover this knowledge are...
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According to Teacher Education Curriculum Development Document (TECDD) of Farhangiyan University, teacher professional competencies include Content Knowledge (CK), Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK) and General Knowledge (GK). Of these competencies, CK and PCK are specific to teachers of each major while PK and GK are common among all majors. This study was an attem...
متن کاملProgramming: Teachers and pedagogical content knowledge in the netherlands
In this article we report about a study to assess Dutch teachers’ Pedagogical Content Knowledge (PCK), with special focus on programming as a topic in secondary school Informatics education. For this research, we developed an online research instrument: the Online Teacher PCK Analyser (OTPA). The results show that Dutch teachers’ PCK scores between low and medium. Also we enquired whether there...
متن کاملIntegrating pedagogical content knowledge and pedagogical/psychological knowledge in mathematics
In teacher education at universities, general pedagogical and psychological principles are often treated separately from subject matter knowledge and therefore run the risk of not being applied in the teaching subject. In an experimental study (N = 60 mathematics student teachers) we investigated the effects of providing aspects of general pedagogical/psychological knowledge (PPK) and pedagogic...
متن کاملTowards a pedagogical framework for teaching programming and object-oriented modelling in secondary education
Because of changes in the field of computer science, the context and content of computer science education at school is continuously evolving. But new topics alone do not lead to concrete and suitable courses. Too often, demands of the practice obscure the underlying theory. Learning theories, didactical knowledge and computer science itself should be heeded in educational practice and the desi...
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ژورنال
عنوان ژورنال: Informatics in Education
سال: 2011
ISSN: 1648-5831,2335-8971
DOI: 10.15388/infedu.2011.06