Skip to main content
SpringerLink
Log in
Book cover

International Conference on Informatics in Schools: Situation, Evolution, and Perspectives

ISSEP 2018: Informatics in Schools. Fundamentals of Computer Science and Software Engineering pp 180–193Cite as

Investigating the Pedagogical Content Knowledge of Teachers Attending a MOOC on Scratch Programming

  • Conference paper
  • First Online:

Part of the book series: Lecture Notes in Computer Science ((LNTCS,volume 11169))

Abstract

The goal of this study is to investigate changes in PCK (Pedagogical Content Knowledge) of Dutch primary and secondary computer science teachers participating in a MOOC about Scratch programming. We captured the teachers’ PCK using identical pre- and post-questionnaires and conducted a qualitative deductive-inductive content analysis to identify changes in the PCK of the MOOC attendees. We relate the observed differences between PCK before and after the MOOC to Clarke and Hollingsworth’s model of teacher professional growth and Van Driel and Henze’s model of PCK development. Our analysis gives rise to four design principles meant to inform the pedagogical design of such MOOCs and improve their pedagogical affordances with regard to PCK development of their attendees.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   39.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD   54.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  1. Barendsen, E., Dagienė, V., Saeli, M., Schulte, C.: Eliciting computer science teachers’ PCK using the Content Representation format: experiences and future directions. In: Gülbahar, Y., Karataş, E., Adnan, M. (eds.) Proceedings of the 7th International Conference on Informatics in Schools: Situation, Evolution and Perspectives (ISSEP 2014), Selected Papers, pp. 71–82 (2014)

    Google Scholar 

  2. Berglund, A., Lister, R.: Introductory programming and the didactic triangle. In: Proceedings of the Twelfth Australasian Conference on Computing Education, vol. 103, pp.35–44. Australian Computer Society, Inc. (2010)

    Google Scholar 

  3. Buchholz, M., Saeli, M., Schulte, C.: PCK and reflection in computer science teacher education. In: Proceedings of the 8th Workshop in Primary and Secondary Computing Education, pp. 8–16. ACM (2013)

    Google Scholar 

  4. Burns, M.: Distance Education for Teacher Training: Modes, Models and Methods. Education Development Center Inc., Washington (2011)

    Google Scholar 

  5. Clarke, D., Hollingsworth, H.: Elaborating a model of teacher professional growth. Teach. Teach. Educ. 18(8), 947–967 (2002)

    Article  Google Scholar 

  6. Daehler, K.R., Heller, J.I., Wong, N.: Supporting growth of pedagogical content knowledge in science. In: Re-examining Pedagogical Content Knowledge in Science Education, pp.55–69. Routledge (2015)

    Google Scholar 

  7. Dikke, D., Faltin, N.: Go-Lab MOOC-an online course for teacher professional development in the field of inquiry-based science education. In: 7th International Conference on Education and New Learning Technologies (2015)

    Google Scholar 

  8. Elo, S., Kyngäs, H.: The qualitative content analysis process. J. Adv. Nurs. 62(1), 107–115 (2008)

    Article  Google Scholar 

  9. Evens, M., Elen, J., Depaepe, F.: Developing Pedagogical Content Knowledge: Lessons Learned from Intervention Studies. Education Research International 2015 (2015)

    Google Scholar 

  10. Fyle, C.O.: Teacher education MOOCs for developing world contexts: issues and design considerations. In: Proceedings of the Sixth Conference of MIT’s Learning International Networks Consortium (LINC) (2013)

    Google Scholar 

  11. Gess-Newsome, J.: A model of teacher professional knowledge and skill including PCK. In: Berry, A., Friedrichsen, P., Loughran, J. (eds.) Re-examining Pedagogical Content Knowledge in Science Education, pp. 28–42. Routledge (2015)

    Google Scholar 

  12. Go, S., Dorn, B.: Thanks for sharing: CS pedagogical content knowledge sharing in online environments. In: Proceedings of the 11th Workshop in Primary and Secondary Computing Education, pp. 27–36. ACM (2016)

    Google Scholar 

  13. Greeno, J.G., Collins, A.M., Resnick, L.B.: Cognition and learning. In: Berliner, D.C., Calfree, R.C. (eds.) Handbook of Educational Psychology, pp. 15–46. Macmillan, New York (1996)

    Google Scholar 

  14. Grossman, P.L.: The Making of a Teacher: Teacher Knowledge and Teacher Education. Teachers College Press, New York (1990)

    Google Scholar 

  15. Henze, I., Van Driel, J.H.: Toward a more comprehensive way to capture PCK in its complexity. In: Berry, A., Friedrichsen, P., Loughran, J. (eds.) Re-examining Pedagogical Content Knowledge in Science Education, pp. 120–134. Routledge (2015)

    Google Scholar 

  16. Hubwieser, P., Magenheim, J., Mühling, A., Ruf, A.: Towards a conceptualization of pedagogical content knowledge for computer science. In: Proceedings of the Ninth Annual International ACM Conference on International Computing Education Research, pp. 1–8. ACM (2013)

    Google Scholar 

  17. Lister, R.: Concrete and other neo-piagetian forms of reasoning in the novice programmer. In: Proceedings of the Thirteenth Australasian Computing Education Conference, vol. 114, pp. 9–18. Australian Computer Society, Inc. (2011)

    Google Scholar 

  18. Loughran, J., Mulhall, P., Berry, A.: In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. J. Res. Sci. Teach. 41(4), 370–391 (2004)

    Article  Google Scholar 

  19. Magnusson, S., Krajcik, J., Borko, H.: Nature, sources, and development of pedagogical content knowledge for science teaching. In: Gess-Newsome, J., Lederman, N.G. (eds.) Examining Pedagogical Content Knowledge, pp. 95–132. Kluwer, Dordrecht (1999)

    Google Scholar 

  20. Misra, P.K.: MOOCs for teacher professional development: reflections and suggested actions. Open Praxis 10(1), 67–77 (2018)

    Article  Google Scholar 

  21. Park, S., Chen, Y.C.: Mapping out the integration of the components of pedagogical content knowledge (PCK): examples from high school biology classrooms. J. Res. Sci. Teach. 49(7), 922–941 (2012)

    Article  Google Scholar 

  22. Qian, Y., Hambrusch, S., Yadav, A., Gretter, S.: Who needs what: recommendations for designing effective online professional development for computer science teachers. J. Res. Sci. Teach., 1–18 (2018)

    Google Scholar 

  23. Rahimi, E., Barendsen, E., Henze, I.: Typifying Informatics teachers’ PCK of designing digital artefacts in dutch upper secondary education. In: Brodnik, A., Tort, F. (eds.) ISSEP 2016. LNCS, vol. 9973, pp. 65–77. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-46747-4_6

    Chapter  Google Scholar 

  24. Rahimi, E., Barendsen, E., Henze, I.: Identifying students’ misconceptions on basic algorithmic concepts through flowchart analysis. In: Dagiene, V., Hellas, A. (eds.) ISSEP 2017. LNCS, vol. 10696, pp. 155–168. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-71483-7_13

    Chapter  Google Scholar 

  25. Ross, J., Sinclair, C., Knox, J., Macleod, H.: Teacher experiences and academic identity: the missing components of MOOC pedagogy. J. Online Learn. Teach. 10(1), 57 (2014)

    Google Scholar 

  26. Saeli, M.: Teaching Programming for Secondary School: a Pedagogical Content Knowledge Based Approach. Ph.D. thesis, Eindhoven University of Technology, The Netherlands (2012)

    Google Scholar 

  27. Shulman, L.: Knowledge and teaching: foundations of the new reform. Harv. Educ. Rev. 57(1), 1–23 (1987)

    Article  Google Scholar 

  28. Van Driel, J.: Model-based development of science teachers’ pedagogical content knowledge. In: International Seminar, Professional Reflections, National Science Learning Centre, York (2010)

    Google Scholar 

  29. Van Driel, J.H., Henze, I.: Extended paper for PCK summit, Colorado (2012). http://pcksummit.bscs.org

  30. Van Driel, J.H., Verloop, N., de Vos, W.: Developing science teachers’ pedagogical content knowledge. J. Res. Sci. Teach. 35(6), 673–695 (1998)

    Article  Google Scholar 

  31. Van Merriënboer, J.J.: Strategies for programming instruction in high school: program completion vs. program generation. J. Educ. Comput. Res. 6(3), 265–285 (1990)

    Article  Google Scholar 

  32. Yadav, A., Berges, M., Sands, P., Good, J.: Measuring computer science pedagogical content knowledge: An exploratory analysis of teaching vignettes to measure teacher knowledge. In: Proceedings of the 11th Workshop in Primary and Secondary Computing Education, pp. 92–95. ACM (2016)

    Google Scholar 

  33. Yadav, A., Gretter, S., Hambrusch, S.: Challenges of a computer science classroom: initial perspectives from teachers. In: Proceedings of the Workshop in Primary and Secondary Computing Education, pp. 136–137. ACM (2015)

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Radboud University, Nijmegen, The Netherlands

    Ebrahim Rahimi & Erik Barendsen

  2. Open University, Heerlen, The Netherlands

    Ebrahim Rahimi & Erik Barendsen

  3. Delft University of Technology, Delft, The Netherlands

    Ineke Henze & Felienne Hermans

Authors
  1. Ebrahim Rahimi
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ineke Henze
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Felienne Hermans
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Erik Barendsen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ebrahim Rahimi .

Editor information

Editors and Affiliations

  1. Saint Petersburg Electrotechnical University, St. Petersburg, Russia

    Sergei N. Pozdniakov

  2. Vilnius University, Vilnius, Lithuania

    Valentina Dagienė

Appendix A

Appendix A

Table 2. The demonstrated instructional knowledge of the participants in the pre- and posttest phases
Full size table

Rights and permissions

Reprints and permissions

Copyright information

© 2018 Springer Nature Switzerland AG

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Rahimi, E., Henze, I., Hermans, F., Barendsen, E. (2018). Investigating the Pedagogical Content Knowledge of Teachers Attending a MOOC on Scratch Programming. In: Pozdniakov, S., Dagienė, V. (eds) Informatics in Schools. Fundamentals of Computer Science and Software Engineering. ISSEP 2018. Lecture Notes in Computer Science(), vol 11169. Springer, Cham. https://doi.org/10.1007/978-3-030-02750-6_14

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-02750-6_14

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-02749-0

  • Online ISBN: 978-3-030-02750-6

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation