Teaching programming for secondary school : a pedagogical content knowledge based approach
Teaching programming for secondary school : a pedagogical content knowledge based approach
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中学教学规划：基于教学内容知识的方法
DOI：
10.6100/ir724491
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发表时间：
2012
影响因子：
0.4
通讯作者：
Stanislav Kovalenko
中科院分区：
文献类型：
--
作者：
Mara Saeli;Stanislav Kovalenko
本论文的一般研究目的是了解中学的CS的PCK是什么，特别关注“编程”的主题，是编程CS的核心主题之一。然后，对PCK的知识将用于评估荷兰情况，特别关注荷兰CS教科书和荷兰教师。最终目的是找到针对荷兰CS场景的裁缝解决方案，在该场景中，由于几个问题，CS风险从中学课程中消失。在证明的问题中：大多数荷兰教师没有良好的纪律背景，主要是来自其他学科的教师，重新训练CS。为了支持这些教师的临时解决方案，有必要了解CS的PCK。为此，一项预备文献研究揭示了编程的PCK在多大程度上进行了探索。由于以前没有在CS中进行过真正的描述这种知识的真正努力，因此已经与专家CS教师进行了探索性研究，以揭露这一知识。通过这项探索性研究收集了有关PCK的知识，评估了教科书和教师的PCK。
The general research aim of this thesis is to understand what the PCK of CS for secondary school is, with a special focus on the subject "programming", being programming one of the core subjects of CS. Knowledge of PCK will then be used to assess the Dutch situation, with special focus on Dutch CS textbooks and Dutch teachers. The final aim is to find tailor made solutions for the Dutch CS scenario, where CS risks to disappear from the secondary school curriculum due to several problems. Among the problems evidenced: most Dutch teachers have no solid disciplinary background, being mostly teachers from other disciplines re-trained to teach CS. To support these teachers ad hoc solution, it is necessary to understand the PCK of CS. To do so a preparatory literature study reveals to what extent the PCK of programming has been explored. Because no real effort to portray such knowledge has been done in CS before, an exploratory study has been designed and conducted with expert CS teachers in order to unveil this knowledge. With the knowledge about PCK gathered through this exploratory study, the PCK of textbooks and teachers in the Dutch scenario is evaluated.
通过魔术表演接触计算机科学
DOI：
10.1145/1384271.1384320
发表时间：
2008
期刊：
--
影响因子：
--
作者：
Curzon P
通讯作者：
Curzon P