Dia 1

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When research learns from teachers!
PhD Student Mara Saeli Promoter Prof. Wim
Jochems Promoter Prof. Bert Zwaneveld Supervisor
Dr. Jacob Perrenet
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Technical University of Eindhoven
The netherlands
ESoE Eindhoven School of Education
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Table of Contents
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What?
Why?
How?
Students?
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Average days per year in school 200 days!
Students
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Topics
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Teaching Methods
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SUMMARIZING

• Teachers knowledge includes
• Students
• Topics to teach
• Teaching methods
• and of course much more

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• Pedagogical Content Knoweldge

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PCK

• Pedagogical Content Knowledge (PCK) is a concept
  introduced by Shulman and it is defined as
• The ways of representing and formulating the
  subject that make it comprehensible to others
  (Shulman, 1986, p.9)

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PCK

• Three kinds of PCK
• Personal PCK
• General PCK
• Material PCK

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• Pedagogical Content Knoweldge
• of
• Programming

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Research Question

• What is the general PCK of Programming in the
  sense of Software Development, and to what extend
  is it present in todays Dutch secondary level
  educational practice?
• Sub-Research Questions
• Which general PCK, described in the literature,
  can be considered relevant for the secondary
  level Programming Education?
• What are the characteristics of general PCK of
  secondary Programming Education?
• How can the personal PCK of Programming be
  measured?
• What is the personal PCK of Programming of Dutch
  CS teachers?

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Discovering the Pedagogical Content Knowledge of
Programming
Uncovering
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Two Instruments

• CoRe Content Representation
• PaP-eRs Pedagogical and Professional Repertoire

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CoRe (Content Representation)

• BIG IDEAS
• These "ideas" refer to the topics that teachers
  consider to be at the heart of understanding the
  topic. Without these topics students cannot learn
  to program.
• Example Variables, Functions, etc.

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CoRe (Content Representation)

• QUESTIONS
• What do you intend the students to learn about
  this idea?
• Why is it important for the student to know this
  idea?
• What else you might know about this idea (that
  you don't intend students to know yet)?
• What are difficulties/ limitations connected with
  the teaching of this idea?
• What do you think students need to know in order
  for them to learn this concept ?
• Which other factors influence your teaching of
  this idea?
• What are teaching procedures (and particular
  reasons for using these to engage with this
  idea)?
• What are your specific ways of ascertaining
  students understanding or confusion around this
  idea?

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SUMMARIZING

• what are the reasons to teach this topic?
• what are the concepts we need to teach it?
• what are the most common difficulties/misconceptio
  ns students encounter while learning this topic?
• and how to teach this topic?

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WORKSHOPS
CoRe (Content Representation)

• Workshops intended for experienced teachers who
  by participating to this workshop will have the
  oppportunity to communicate with other computer
  science teachers and spend some time to reflect
  on their own teaching practices.

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PaP-eRs (Pedagogical and Professional
Repertoire)

• PaP-eRs are intended to represent the teachers
  reasoning (the thinking and actions) of
  Informatics teachers with developed PCK in
  teaching a specific aspect of Programming.

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PaP-eRs (Pedagogical and Professional Repertoire)

• PaP-eRs are obtained by class observations and
  interviews with single teachers.

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FIRST PRELIMINARY RESULTS
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THE FOUR QUESTIONS

• what are the reasons to teach programming?
• what are the concepts we need to teach it?
• what are the most common difficulties/misconceptio
  ns students encounter while learning to program?
• and how to teach programming?

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First Results 1Q

• What are the reasons to teach programming?
• problem solving skills and offering the students
  a subject which includes aspects of different
  disciplines (alfa, beta and gamma).

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First results 2Q

• What are the concepts we need to teach it?
• (alfa aspect) programming knowledge, which refers
  to the knowledge of the data, instructions and
  syntax of a programming language
• (beta aspects) programming strategies,
  identifying the way in which the syntax is used
  to create programs to solve problems
• (gamma aspect) programming sustainability which
  refers to the ability to create user friendly and
  attractive program/software that takes care of
  ethical and privacy issues.

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First results 3Q

• what are the most common difficulties/
  misconceptions students encounter while learning
  to program?
• These difficulties can be of a more generic
  nature (e.g. a general problem of orientation,
  paradigm shift, tendency to converse with a
  computer as if it was a human) or of a more
  specific nature (e.g. the conflation
  object/variable that decides which
  characteristics of an object should be
  considered).

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First results 4Q

• How to teach this topic?
• Discussion about the teaching methods, such as
  possible and effective teaching sequences common
  misconceptions and difficulties students report.

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NEEDS

• We need to learn more from teachers to better
  understand the Pedagogical Content Knowledge of
  Programming.

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WORKSHOPS

• If you would like to take part in one of my
  workshops, please ask me now (or later)! ?

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Questions?
. . .
Suggestions?
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