Please use this identifier to cite or link to this item: https://repository.isls.org//handle/1/9035
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dc.contributor.authorBasu, Satabdi
dc.contributor.authorRutstein, Daisy
dc.contributor.authorTate, Carol
dc.contributor.authorRachmatullah, Arif
dc.contributor.authorYang, Hui
dc.date.accessioned2023-04-12T20:56:25Z-
dc.date.available2023-04-12T16:15:13Z
dc.date.available2023-04-12T20:56:25Z-
dc.date.issued2022
dc.identifier.citationBasu, S., Rutstein, D., Tate, C., Rachmatullah, A., & Yang, H. (2022). Design considerations for a middle school computer science pedagogical content knowledge instrument. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022 (pp. 2176-2177). International Society of the Learning Sciences.en
dc.identifier.urihttps://dx.doi.org/10.22318/icls2022.2176
dc.identifier.urihttps://repository.isls.org//handle/1/9035-
dc.descriptionPosteren
dc.description.abstractK-12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK). We respond to this need by describing the design of a CS-PCK instrument for ‘Algorithms and Programming’ that measures three broad constructs: (a) teachers’ understanding of standards and standardsalignment, (b) teachers’ formative assessment practices, and (c) teachers’ self-efficacy for teaching and assessing CS.en
dc.publisherInternational Society of the Learning Sciences
dc.relation.ispartofurn:ISBN:978-1-7373306-5-3
dc.relation.ispartofProceedings of the 16th International Conference of the Learning Sciences - ICLS 2022, pp. 2176-2177
dc.subjectLearning Sciencesen
dc.titleDesign Considerations for a Middle School Computer Science Pedagogical Content Knowledge Instrumenten
dc.typeconferencePaper
dc.identifier.doi10.22318/icls2022.2176
Appears in Collections:ISLS Annual Meeting 2022

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