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Foundations of Computer Science in General Teacher Education – Findings and Experiences from a Blended-Learning Course

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Towards a Collaborative Society Through Creative Learning (WCCE 2022)

Part of the book series: IFIP Advances in Information and Communication Technology ((IFIPAICT,volume 685))

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Abstract

With regards to the digital transformation, the consensus that computer science education plays a central role in shaping “digital education” is now emerging: Beyond the efficient and reflective use of information systems, new topics and methods arise for all school subjects that require computer science competencies and must be anchored in general teacher education. However, in light of students’ heterogeneity, the question of how motivation, subject-specific demands, and applicability in subject teaching can be harmonized presents a particular challenge. This paper presents key findings and experiences from the research-led development and subsequent evaluation of a blended learning course offering. This course offering provides student teachers of all subjects and school types with basic computer science competencies for teaching in the digital world. On this foundation, success factors and good practices in the design of the course are identified. It is shown that the design of such courses can be successful if illustrative examples are used, communication and collaboration are promoted and, in particular, references and application perspectives for the respective subjects are taken into account.

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Notes

  1. 1.

    A publicly accessible version of the modules can be found at blindedforreview.

  2. 2.

    Due to the absence of a normal distribution, non-parametric test procedures were used consistently.

  3. 3.

    Significant test results to a significance level of \(\alpha = 0.05\) are indicated by a \(*\).

  4. 4.

    The correlation coefficient r is defined as \(r=\frac{z}{\sqrt{n}}\), where z indicates the standardized test statistic of the Wilcoxon signed-rank test and n indicates the sample size. According to [17], \(r=0.10\) and above is considered a weak effect, \(r=0.30\) and above is considered a medium effect, and \(r=0.50\) and above is considered a strong effect.

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Author information

Authors and Affiliations

  1. Computing Education Research Group, Freie Universität Berlin, Berlin, Germany

    Stefan Seegerer & Ralf Romeike

  2. TUM School of Social Sciences and Technology, Computing Education Research Group, Technical University of Munich, Munich, Germany

    Tilman Michaeli

Authors
  1. Stefan Seegerer
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  2. Tilman Michaeli
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  3. Ralf Romeike
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Corresponding author

Correspondence to Stefan Seegerer .

Editor information

Editors and Affiliations

  1. School of Education, La Trobe University, Deepdene, VIC, Australia

    Therese Keane

  2. Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK

    Cathy Lewin

  3. University of Duisburg-Essen, Essen, Germany

    Torsten Brinda

  4. Istituto Tecnologie Didattiche, Consiglio Nazioanale delle Ricerche, Genoa, Genova, Italy

    Rosa Bottino

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Seegerer, S., Michaeli, T., Romeike, R. (2023). Foundations of Computer Science in General Teacher Education – Findings and Experiences from a Blended-Learning Course. In: Keane, T., Lewin, C., Brinda, T., Bottino, R. (eds) Towards a Collaborative Society Through Creative Learning. WCCE 2022. IFIP Advances in Information and Communication Technology, vol 685. Springer, Cham. https://doi.org/10.1007/978-3-031-43393-1_36

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  • DOI: https://doi.org/10.1007/978-3-031-43393-1_36

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-43392-4

  • Online ISBN: 978-3-031-43393-1

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