000K  utf8
1100  $c2024
1500  eng
2050  urn:nbn:de:gbv:8:3-2024-00158-4
3000  Große-Bölting, Gregor Paul
4000  Conceptions, Identity, Values and Practices$dDidactic Perspectives on Computer Science$hChristian-Albrechts-Universität zu Kiel  [Große-Bölting, Gregor Paul]
4000  Konzeptionen, Identität, Werte und Praktiken$dDidaktische Perspektiven auf die Informatik$hChristian-Albrechts-Universität zu Kiel  [Große-Bölting, Gregor Paul]
4030  Kiel$nChristian-Albrechts-Universität zu Kiel
4209  Tackling core issues of computer science education, e.g. motivation, interest, retention or diversity, involves the use of theory or theoretical constructs. This led for example to a trend in the investigation of identity as a theoretical lens to questions regarding diversity in the last couple of years. Research often omits to address why a particular theoretical framework is used for a problem and why not a completely different one. Furthermore, questions about the connection between the theories are rarely asked. A close examination of these interfaces could reveal new answers, opening up new perspectives on difficult problem areas such as retention and diversity. In addition, the precise definition of theory boundaries contributes to inter- and intradisciplinary understanding of the various theory constructs. This cumulative thesis integrates research from seven individual empirical studies to elaborate the theoretical perspectives of computer science conceptions, identity, values and practices in relation to retention and diversity. Specifically, it discusses what theoretical affordances each perspective provides to examine challenges related to retention and diversity and how the perspectives interrelate. As the aim of this elaboration is itself theoretical, the investigation presented is meant to be an exploration of the interconnections and divergences of the different perspectives. The thesis concludes that the perspectives actually each have their own strengths and weaknesses as theoretical framing for retention and diversity. Moreover, some questions in this context should not be asked without considering two or more of the theoretical perspectives. Practices in particular should become a greater focus of research because they are able to bridge the gap between the different conceptions and are also open to the integration of other important perspectives, such as the theory of science.
4950  https://nbn-resolving.org/urn:nbn:de:gbv:8:3-2024-00158-4$xR$3Volltext$534
4961  https://macau.uni-kiel.de/receive/macau_mods_00004439
5051  004
5051  370
5550  computer science education
5550  computer science education research
5550  conceptions
5550  identity
5550  practices
5550  values