Available Online: 1 December 2014
Author/s:
Seitz, Cornelia*
University of Education Ludwigsburg, Germany (seitz@ph-ludwigsburg.de)
Zendler, Andreas
University of Education Ludwigsburg, Germany (zendler@ph-ludwigsburg.de)
Abstract:
In this article empirically determined, process-related competence areas to computer science education at primary and secondary school levels are discussed. Based on the results of interviews with 120 professors of computer science and using multi-dimensional scaling and cluster analysis, six process-related competence areas to computer science education characterized by the degree of content-related coverage and educational accessibility can be defined: critical thinking, ordering, abstracting, problem solving, analyzing and collaborative construction. These competence areas consist of central process concepts of computer science (e.g., classifying, problem solving and posing) combined with central content concepts of computer science (e.g., algorithm, system, process).
Keywords: computer science education; competence model; process concepts; content concepts; competence-based education
DOI: https://doi.org/10.5861/ijrsc.2014.932
Cite this article:
Seitz, C., & Zendler, A. (2015). Process-related competence areas to computer science education: An empirical determination. International Journal of Research Studies in Computing, 4(1), 3-14. https://doi.org/10.5861/ijrsc.2014.932
*Corresponding Author