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The Theory Behind Theory - Computer Science Education Research Through the Lenses of Situated Learning

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Book cover Informatics in Schools. Curricula, Competences, and Competitions (ISSEP 2015)

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 9378))

Abstract

This paper introduces key characteristics of the situated learning approach and discusses from that perspective questions of pedagogy and educational research in Theory of Computation. This discussion exemplifies how a change in learning theories alters the unit of analysis, thus reframing research questions and potential answers. In its conclusion, this paper provides an outlook on potential research questions in secondary Computer Science Education.

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Authors and Affiliations

  1. Computer Science Department, Universität Hamburg, Vogt-Kölln-Straße 30, 22527, Hamburg, Germany

    Maria Knobelsdorf

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  1. Maria Knobelsdorf
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Correspondence to Maria Knobelsdorf .

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Editors and Affiliations

  1. Science, Univ. of Ljubljana, Faculty of Computer & Information, Ljubljana, Slovenia

    Andrej Brodnik

  2. Institut für Informatik, WWU Münster, Münster, Nordrhein-Westfalen, Germany

    Jan Vahrenhold

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Knobelsdorf, M. (2015). The Theory Behind Theory - Computer Science Education Research Through the Lenses of Situated Learning. In: Brodnik, A., Vahrenhold, J. (eds) Informatics in Schools. Curricula, Competences, and Competitions. ISSEP 2015. Lecture Notes in Computer Science(), vol 9378. Springer, Cham. https://doi.org/10.1007/978-3-319-25396-1_2

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  • DOI: https://doi.org/10.1007/978-3-319-25396-1_2

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-25395-4

  • Online ISBN: 978-3-319-25396-1

  • eBook Packages: Computer ScienceComputer Science (R0)

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