Computational thinking skills in dutch secondary education
Nataša Grgurina, Erik Barendsen, Bert Zwaneveld, Klaas van Veen, Idzard Stoker · 2014
This study was aimed at exploring the pedagogical content knowledge (PCK) of computer science (CS) teachers in secondary education in the Netherlands concerning three aspects of Computational Thinking: data collection, algorithms & procedures and simulation. Semi-structured interviews with a specially developed interview protocol containing Content Representation (CoRe) instrument were used. From the preliminary analysis of the acquired data we conclude that all interviewed teachers demonstrate PCK on data collection and algorithms & procedures but with varying knowledge of learning objectives and completeness of their PCK. Teachers' PCK on simulation exhibit great variation from meager, through fragmentary to abundant.