Große-Bölting, Gregor Paul
[VerfasserIn]
;
Mühling, Andreas
[MitwirkendeR];
Schulte, Carsten
[MitwirkendeR]
Conceptions, Identity, Values and Practices: Didactic Perspectives on Computer Science ; Konzeptionen, Identität, Werte und Praktiken: Didaktische Perspektiven auf die Informatik
Titel:
Conceptions, Identity, Values and Practices: Didactic Perspectives on Computer Science ; Konzeptionen, Identität, Werte und Praktiken: Didaktische Perspektiven auf die Informatik
Beteiligte:
Große-Bölting, Gregor Paul
[VerfasserIn]
Erschienen:
Christian-Albrechts-Universität zu Kiel, 2023
Anmerkungen:
Diese Datenquelle enthält auch Bestandsnachweise, die nicht zu einem Volltext führen.
Beschreibung:
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.