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Computing Education Theories: What Are They and How Are They Used?

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dc.contributor Aalto-yliopisto fi
dc.contributor Aalto University en
dc.contributor.author Malmi, Lauri
dc.contributor.author Sheard, Judy
dc.contributor.author Kinnunen, Päivi
dc.contributor.author Simon, Simon
dc.contributor.author Sinclair, Jane
dc.date.accessioned 2020-01-02T13:54:40Z
dc.date.available 2020-01-02T13:54:40Z
dc.date.issued 2019-08-11
dc.identifier.citation Malmi , L , Sheard , J , Kinnunen , P , Simon , S & Sinclair , J 2019 , Computing Education Theories: What Are They and How Are They Used? in International Computing Education Research Conference (ICER ’19), August 12–14, 2019, Toronto, ON, Canada . ACM , pp. 187-197 , ACM Conference on International Computing Education Research , Toronto , Canada , 12/08/2019 . https://doi.org/10.1145/3291279.3339409 en
dc.identifier.isbn 978-1-4503-6185-9
dc.identifier.other PURE UUID: 27870c66-b17d-4fab-9323-b969b361a7b3
dc.identifier.other PURE ITEMURL: https://research.aalto.fi/en/publications/27870c66-b17d-4fab-9323-b969b361a7b3
dc.identifier.other PURE FILEURL: https://research.aalto.fi/files/39561476/SCI_Malmi_et.al_Computing_education_theories_22_.pdf
dc.identifier.uri https://aaltodoc.aalto.fi/handle/123456789/41953
dc.description.abstract In order to mature as a research field, computing education research (CER) seeks to build a better theoretical understanding of how students learn computing concepts and processes. Progress in this area depends on the development of computing-specific theories of learning to complement the general theoretical understanding of learning processes. In this paper we analyze the CER literature in three central publication venues -- ICER, ACM Transactions of Computing Education, and Computer Science Education -- over the period 2005--2015. Our findings identify new theoretical constructs of learning computing that have been published, and the research approaches that have been used in formulating these constructs. We identify 65 novel theoretical constructs in areas such as learning/understanding, learning behaviour/strategies, study choice/orientation, and performance/progression/retention. The most common research methods used to devise new constructs include grounded theory, phenomenography, and various statistical models. We further analyze how a number of these constructs, which arose in computing education, have been used in subsequent research, and present several examples to illustrate how theoretical constructs can guide and enrich further research. We discuss the implications for the whole field. en
dc.format.extent 11
dc.format.extent 187-197
dc.format.mimetype application/pdf
dc.language.iso en en
dc.relation.ispartof ACM Conference on International Computing Education Research en
dc.relation.ispartofseries International Computing Education Research Conference (ICER ’19), August 12–14, 2019, Toronto, ON, Canada en
dc.rights openAccess en
dc.title Computing Education Theories: What Are They and How Are They Used? en
dc.type A4 Artikkeli konferenssijulkaisussa fi
dc.description.version Peer reviewed en
dc.contributor.department Professorship Malmi L.
dc.contributor.department Monash University
dc.contributor.department School Services, BIZ
dc.contributor.department University of Newcastle
dc.contributor.department University of Warwick
dc.contributor.department Department of Computer Science en
dc.subject.keyword computing education
dc.subject.keyword theory
dc.subject.keyword theoretical construct
dc.subject.keyword research
dc.subject.keyword method
dc.identifier.urn URN:NBN:fi:aalto-202001021064
dc.identifier.doi 10.1145/3291279.3339409
dc.type.version acceptedVersion

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