Teaching algorithms in upper secondary education: a study of teachers' pedagogical content knowledge — Open Universiteit research portal
Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied.
Objective: The aim of this study was to examine teachers’ pedagogical content knowledge (PCK) for teaching algorithms.
Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively.
Findings: We found two patterns of variation in teachers’ PCK. First, we detected variation in the teachers’ goals related to their view of algorithms: they either focused on “thinking” about the algorithm as an object, or focused on “thinking and making”, where the algorithm is also regarded as a program. Second, we found variation in teachers’ knowledge about responding to differences between students, which may be generic or topic-specific. Furthermore, our findings reveal that teachers consider class discussions to play a significant role as an instructional method for provoking reflection.
Implications: Our findings regarding PCK may be beneficial for the development of teacher education and professionalization activities for CS teachers.
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Nijenhuis-Voogt, J., Bayram-Jacobs, D., Meijer, P. C., & Barendsen, E. (2021). Teaching algorithms in upper secondary education: a study of teachers' pedagogical content knowledge. Computer Science Education. https://doi.org/10.1080/08993408.2021.1935554
Nijenhuis-Voogt, Jacqueline ; Bayram-Jacobs, Durdane ; Meijer, Paulien C ; Barendsen, Erik. / Teaching algorithms in upper secondary education : a study of teachers' pedagogical content knowledge. In: Computer Science Education. 2021.
@article{52bb0ef2be114576880023c7b5874fc9,
title = "Teaching algorithms in upper secondary education: a study of teachers' pedagogical content knowledge",
abstract = "Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied.Objective: The aim of this study was to examine teachers{\textquoteright} pedagogical content knowledge (PCK) for teaching algorithms.Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively.Findings: We found two patterns of variation in teachers{\textquoteright} PCK. First, we detected variation in the teachers{\textquoteright} goals related to their view of algorithms: they either focused on “thinking” about the algorithm as an object, or focused on “thinking and making”, where the algorithm is also regarded as a program. Second, we found variation in teachers{\textquoteright} knowledge about responding to differences between students, which may be generic or topic-specific. Furthermore, our findings reveal that teachers consider class discussions to play a significant role as an instructional method for provoking reflection.Implications: Our findings regarding PCK may be beneficial for the development of teacher education and professionalization activities for CS teachers.",
author = "Jacqueline Nijenhuis-Voogt and Durdane Bayram-Jacobs and Meijer, {Paulien C} and Erik Barendsen",
Nijenhuis-Voogt, J, Bayram-Jacobs, D, Meijer, PC & Barendsen, E 2021, 'Teaching algorithms in upper secondary education: a study of teachers' pedagogical content knowledge', Computer Science Education. https://doi.org/10.1080/08993408.2021.1935554
Teaching algorithms in upper secondary education : a study of teachers' pedagogical content knowledge. / Nijenhuis-Voogt, Jacqueline; Bayram-Jacobs, Durdane; Meijer, Paulien C; Barendsen, Erik.
In: Computer Science Education, 15.06.2021.
T1 - Teaching algorithms in upper secondary education
T2 - a study of teachers' pedagogical content knowledge
AU - Nijenhuis-Voogt, Jacqueline
AU - Bayram-Jacobs, Durdane
AU - Meijer, Paulien C
N2 - Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied.Objective: The aim of this study was to examine teachers’ pedagogical content knowledge (PCK) for teaching algorithms.Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively.Findings: We found two patterns of variation in teachers’ PCK. First, we detected variation in the teachers’ goals related to their view of algorithms: they either focused on “thinking” about the algorithm as an object, or focused on “thinking and making”, where the algorithm is also regarded as a program. Second, we found variation in teachers’ knowledge about responding to differences between students, which may be generic or topic-specific. Furthermore, our findings reveal that teachers consider class discussions to play a significant role as an instructional method for provoking reflection.Implications: Our findings regarding PCK may be beneficial for the development of teacher education and professionalization activities for CS teachers.
AB - Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied.Objective: The aim of this study was to examine teachers’ pedagogical content knowledge (PCK) for teaching algorithms.Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary education (students aged 15–18). The data were analyzed qualitatively.Findings: We found two patterns of variation in teachers’ PCK. First, we detected variation in the teachers’ goals related to their view of algorithms: they either focused on “thinking” about the algorithm as an object, or focused on “thinking and making”, where the algorithm is also regarded as a program. Second, we found variation in teachers’ knowledge about responding to differences between students, which may be generic or topic-specific. Furthermore, our findings reveal that teachers consider class discussions to play a significant role as an instructional method for provoking reflection.Implications: Our findings regarding PCK may be beneficial for the development of teacher education and professionalization activities for CS teachers.
Nijenhuis-Voogt J, Bayram-Jacobs D, Meijer PC, Barendsen E. Teaching algorithms in upper secondary education: a study of teachers' pedagogical content knowledge. Computer Science Education. 2021 Jun 15. https://doi.org/10.1080/08993408.2021.1935554