Abstract:

In the last years, the buzzword digitalisation has led to a growing interest in computer science in the German society, media and politics. But some important questions remain unanswered, e. g. how the computer sciences as part of the general education in schools can be realized. The German federal state Mecklenburg-Western Pomerania decided to introduce a new subject Computer Science and Media Education as well as to integrate digital content in all other subjects. With the introduction of a new subject a new curriculum was designed. However, Vollstädt et al. (1999) concluded in their empirical study that a „direct orientation effect of state curricula is low” [1, p. 212]. Until today these points are still under-researched, e. g. whether and how (especially computer science) teachers are working with a new curriculum.

To approach this research project, a multidisciplinary view of the computer science teacher is needed. From the empirical research of Vollstädt et al. (1999) we know that „teachers’ beliefs and the associated understanding of the teacher’s role" [1, p. 125] are essential factors. Although, no clear definition of the term beliefs exists to date, the term well describes the phenomenon of a fixed personal opinion. The main focus of the research is the identification of beliefs, which influence the practice of the profession and professionalization of teachers. We describe these as teachers’ beliefs. This is the first view on computer science teachers.

The second view is the process of how the contents of the curriculum reach the pupils through the teacher. Stein et al. (2007) and Vollstädt et al. (1999) developed – independently of each other – similar levels of an implementation process of curricular requirements [1, 2]. In this model, it is essential that the individual curricula of the computer science teachers act as a kind of guideline, which is particularly influenced by the teachers' beliefs. The individual curricula thus express teachers’ beliefs.

The third and last point of view are different typologies about computer science teachers. By categorizing single or many computer science teachers by e.g. their education concepts or their teaching role, we develop a deeper understanding about computer science teachers. There is some research on this topic [3].

By linking the three research areas of empirical curriculum research, teachers’ beliefs and typologies of computer science teachers, a research approach can be generated that answers the question, whether and how computer science teachers are working with a new curriculum. In the final paper a deeper explanation of the theory, its connection with each other and subsequent ideas for a research methodology will be presented.

References:
[1] W. Vollstädt, K.-J. Tillmann, U. Rauin, K. Höhmann, and A. Tebrügge, Lehrpläne im Schulalltag: Eine empirische Studie zur Akzeptanz und Wirkung von Lehrplänen in der Sekundarstufe I. Wiesbaden: VS Verlag für Sozialwissenschaften, 1999.
[2] M. K. Stein, J. Remillard, and M. Smith, “How curriculum influences student learning.,” in Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, F. K. Lester, Ed., Charlotte, NC: Information Age Pub, 2007, pp. 319–369.
[3] A.-M. Stoffers, “Subjektive Theorien von Informatiklehrkräften zur fachdidaktischen Strukturierung ihres Unterrichts,” Dissertation, Carl von Ossietzky Universität, Oldenburg, 2015.

Keywords:

Curriculum research, beliefs, computer science teachers, typology.