Computer Science Education Research
Published on 26. September 2005
239 pages
978-1-4822-8732-5 (ISBN)
Description
This book provides an overview of how to approach computer science education research from a pragmatic perspective. It represents the diversity of traditions and approaches inherent in this interdisciplinary area, while also providing a structure within which to make sense of that diversity. It provides multiple 'entry points'- to literature, to me
Reviews / Votes
'A book on computer science (CS) education research has been long overdue, but this one was worth waiting for... If you are interested in the results of computer science education research, I would advise you to browse Part 2 of this very readable book. If you are interested in doing computer science education research, I would strongly recommend that you study this book, and the papers that it references.' - Ann Fleury, Computing ReviewsMore details
Language
English
Place of publication
PA
United States
Target group
College/higher education
File size
13,74 MB
ISBN-13
978-1-4822-8732-5 (9781482287325)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Sally Fincher | Marian Petre
Computer Science Education Research
Book
06/2020
1st Edition
CRC Press
€60.65
Shipment within 15-20 days
Sally Fincher | Marian Petre
Computer Science Education Research
Book
01/2004
1st Edition
Routledge Falmer
€282.26
Shipment within 15-20 days
Persons
Sally Fincher is a Lecturer in the Computer Laboratory at the University of Kent, where she leads the Computers and Education Research group.
Marian Petre is Reader in Computing at the Open University and an EPSRC Advanced Research Fellow.
Marian Petre is Reader in Computing at the Open University and an EPSRC Advanced Research Fellow.
Content
Part One: the field and the endeavor 1. Mapping the Territory 2. A Preface to Pragmatics 3. Post Significant Questions that Can Be Answered Empirically 4. Link Research to Relevant Theory 5. Provide a Coherent Explicit Chain of Reasoning 6. Use methods that Permit Direct Investigation of the Question 7. Replicate and Generalize Across Studies 8. Disclose Research to Encourage Professional Scrutiny and Critique Part Two: perspectives and approaches 1. Misconceptions and Attitudes that Interfere with Learning to Program 2. Critical Enquiry in CS Education 3. Programming Environments for Novices 4. Research on Learning to Design Software 5. Learning to Program: Schema creation, application and evaluation 6. Algorithm Visualization
