Please use this identifier to cite or link to this item:
Full metadata record
DC FieldValueLanguage
dc.contributor.authorBasu, Satabdi
dc.contributor.authorRutstein, Daisy
dc.contributor.authorTate, Carol
dc.contributor.authorRachmatullah, Arif
dc.contributor.authorYang, Hui
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.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.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
Appears in Collections:ISLS Annual Meeting 2022

Files in This Item:
File SizeFormat 
ICLS2022_2176-2177.pdf214.17 kBAdobe PDFView/Open

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.