Computer Science Education
Computer Science Education
Abstract
This paper examines the nature and scope of computer science education (CSE) research. We first
distinguish CSE research from other forms of educational research, outlining its aims and identity as
a research discipline. In examining the state of the art of CSE research, we attempt to categorise past
research studies into general themes, reflecting the diverse contributions to CSE made over the years.
Further, we critique each category, highlighting possible benefits and limitations. We argue that
there has been a lack of reference to pedagogical theory, underlying most past research studies. This
has resulted in a failure to provide teachers with "pedagogical content knowledge", critical to gaining
useful insights into cognitive and educational issues surrounding learning. We conclude by providing
guidelines for CSE research, stressing the need for a stronger connection to the theoretical
frameworks of education-related disciplines such as pedagogy, epistemology, curriculum studies and
psychology.
Introduction
A review of existing computer science education (CSE) literature shows that the effort to date has
largely been in a few important, but relatively limited areas (such as descriptions of courses,
development of tools, and computer aided learning). In contrast, long-established scientific
disciplines such as physics and chemistry possess a large body of literature concerned with education
in those disciplines. Specific problems which arise in the teaching and learning of these subjects have
been thoroughly researched, and there is a long tradition of pedagogical research specifically relevant
to each discipline. Many computer science educators have no formal training in education. As a
result, the field of research tends to be grounded in the technology, rather than in the pedagogy or
didactics of computer science.
In this paper we attempt to categorise the CSE literature and highlight some areas...
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