Empirical foundation of central concepts for computer science education

dc.contributor.author	Zendler Andreas
dc.contributor.author	Spannagel Christian
dc.date.accessioned	2018-02-05T14:33:53Z
dc.date.available	2018-02-05T14:33:53Z
dc.date.issued	2008
dc.identifier.uri	http://hdl.handle.net/123456789/7121
dc.description.abstract	The design of computer science curricula should rely on central concepts of the discipline rather than on technical short-term developments. Several authors have proposed lists of basic concepts or fundamental ideas in the past. However, these catalogs were based on subjective decisions without any empirical support. This article describes the empirical determination of central concepts for computer science education. Experts of computer science rated 49 concepts regarding four criteria. The cluster analysis of the data revealed the following central concepts:
dc.format	application/pdf
dc.language.iso	English
dc.publisher	Association for Computing Machinery (ACM)
dc.title	Empirical foundation of central concepts for computer science education
dc.type	journal-article
dc.identifer.doi	10.1145/1362787.1362790
dc.source.volume	8
dc.source.issue	2
dc.source.journal	ACM J. Educ. Resour. Comput