Background and Context: Computing education is expanding, while the teaching of algorithms is less well studied. Objective: The aim of this study was to examine teachers' pedagogical content knowledge (PCK) for teaching algorithms. Method: We conducted semi-structured interviews with seven computer science (CS) teachers in upper secondary…

Background and context: Coding and computational thinking are often taught through integrated curricula, despite a paucity of classroom-based research on their effectiveness. Objective: To investigate evidence of learning resulting from cross-curricular coding tasks in middle-school classrooms, and the school environment factors that impact upon…

Background and Context: To offer more experiences in the field, our study employed secondary school pre-service teachers as assistants in courses for secondary school students learning computer coding with the help of smart textiles. Objective: Did pre-service teachers assisting in CS courses have more highly developed pedagogical content…

Background and Context: A key challenge in advancing computer science education in K-12 schools is teacher preparation and support. School-university partnerships and service-learning programs where undergraduates assist teachers represent one promising approach to supporting K-12 computer science teaching. Objectives: In this work, we examine the…

This review synthesizes literature on computing pedagogical content knowledge (PCK). Shulman introduced PCK in the 1980s to describe the amalgam of knowledge teachers draw upon in their work and use of the construct is increasing in the computing education community. From a systematic search of the literature, I identified 19 articles drawn from 9…

The increased push for teaching computer science (CS) in schools in the United States requires training a large number of new K-12 teachers. The current efforts to increase the number of CS teachers have predominantly focused on training teachers from other content areas. In order to support these beginning CS teachers, we need to better…

Due to a program reform in Israel, experienced CS high-school teachers faced the need to master and teach a new programming paradigm. This situation served as an opportunity to explore the relationship between teachers' content knowledge (CK) and their pedagogical content knowledge (PCK). This article focuses on three case studies, with emphasis…

The computer science high-school teaching community of practice possesses a rich collection of distributed practical knowledge consisting of individual teachers' expertise regarding pedagogy. However, without a proper means of communication and rules of discourse, the individual pieces of knowledge might not be transferred properly within the…

Coming from architecture, through computer science, pattern-based design spread into other disciplines and is nowadays recognized as a powerful way of capturing and reusing effective design practice. However, current pedagogical pattern approaches lack widespread adoption, both by users and authors, and are still limited to individual initiatives.…

Pedagogical patterns have been around since 1995, but several authors claim their impact is limited. However, these claims are based on authors' own observations and not on methodical evaluations of the use and dissemination of pedagogical patterns. This claim is in contrast to the vision of the creators of pedagogical patterns--they think…