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

dc.contributorAalto-yliopistofi
dc.contributorAalto Universityen
dc.contributor.authorMalmi, Laurien_US
dc.contributor.authorSheard, Judyen_US
dc.contributor.authorKinnunen, Päivien_US
dc.contributor.authorSimon, Simonen_US
dc.contributor.authorSinclair, Janeen_US
dc.contributor.departmentProfessorship Malmi L.en_US
dc.contributor.departmentMonash University Australiaen_US
dc.contributor.departmentSchool Services, BIZen_US
dc.contributor.departmentUniversity of Newcastleen_US
dc.contributor.departmentUniversity of Warwicken_US
dc.contributor.departmentDepartment of Computer Scienceen
dc.date.accessioned2020-01-02T13:54:40Z
dc.date.available2020-01-02T13:54:40Z
dc.date.issued2019-08-11en_US
dc.description.abstractIn 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.description.versionPeer revieweden
dc.format.extent11
dc.format.extent187-197
dc.format.mimetypeapplication/pdfen_US
dc.identifier.citationMalmi , 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/10.1145/3291279.3339409en
dc.identifier.doi10.1145/3291279.3339409en_US
dc.identifier.isbn978-1-4503-6185-9
dc.identifier.otherPURE UUID: 27870c66-b17d-4fab-9323-b969b361a7b3en_US
dc.identifier.otherPURE ITEMURL: https://research.aalto.fi/en/publications/27870c66-b17d-4fab-9323-b969b361a7b3en_US
dc.identifier.otherPURE FILEURL: https://research.aalto.fi/files/39561476/SCI_Malmi_et.al_Computing_education_theories_22_.pdfen_US
dc.identifier.urihttps://aaltodoc.aalto.fi/handle/123456789/41953
dc.identifier.urnURN:NBN:fi:aalto-202001021064
dc.language.isoenen
dc.relation.ispartofACM Conference on International Computing Education Researchen
dc.relation.ispartofseriesInternational Computing Education Research Conference (ICER ’19), August 12–14, 2019, Toronto, ON, Canadaen
dc.rightsopenAccessen
dc.subject.keywordcomputing educationen_US
dc.subject.keywordtheoryen_US
dc.subject.keywordtheoretical constructen_US
dc.subject.keywordresearchen_US
dc.subject.keywordmethoden_US
dc.titleComputing Education Theories: What Are They and How Are They Used?en
dc.typeConference article in proceedingsfi
dc.type.versionacceptedVersion
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