Omnipresent yet elusive: Teachers' views on contexts for teaching algorithms in secondary education

被引：9

作者：

Nijenhuis-Voogt, Jacqueline ^{[1
]}

Bayram-Jacobs, Durdane ^{[2
]}

Meijer, Paulien C. ^{[3
]}

Barendsen, Erik ^{[1
,4
]}

机构：

[1] Radboud Univ Nijmegen, Inst Sci Educ, POB 9010, NL-6500 GL Nijmegen, Netherlands

[2] Eindhoven Univ Technol, Eindhoven Sch Educ, Eindhoven, Netherlands

[3] Radboud Univ Nijmegen, Radboud Teachers Acad, Teacher Learning & Dev, Nijmegen, Netherlands

[4] Open Univ, Dept Comp Sci, Heerlen, Netherlands

来源：

COMPUTER SCIENCE EDUCATION | 2021年 / 31卷 / 01期

关键词：

Algorithms; algorithmic thinking; context-based education; secondary education; computer science teachers; COMPUTATIONAL THINKING; SCIENCE-EDUCATION; BRINGING SCIENCE; CHEMISTRY; CURRICULUM; CHALLENGE; LIFE;

D O I：

10.1080/08993408.2020.1783149

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Background and Context: Although context-based teaching and learning has been investigated extensively in science education, little is known regarding the use of contexts for teaching CS in secondary education. Objective: The aim of this study was to examine the characteristics of contexts suitable for teaching algorithms and to investigate teachers' considerations regarding those contexts. Method: This study examines teachers' practices and reasoning concerning the use of contexts and is based on explorative, empirical research. Data were collected through semi-structured interviews with seven CS teachers and analyzed qualitatively. Findings: The results of this study reveal several characteristics of effective contexts for teaching algorithms and show teachers' ambitions to address the variation within the student population when selecting contexts that advance students' algorithmic thinking.

引用

页码：30 / 59

页数：30

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