research-article

Didactic transposition in computer science education

Authors:

Orit Hazzan,

Yael Dubinsky,

Orni Meerbaum-SalantAuthors Info & Claims

ACM Inroads, Volume 1, Issue 4

Pages 33 - 37

https://doi.org/10.1145/1869746.1869759

Published: 01 December 2010 Publication History

Get Access

Abstract

This paper introduces the concept of didactic transpositions in the context of computer science education (CSE). In general, didactic transposition refers to the adaptation of professional knowledge to teaching situations. With respect to CSE, we illustrate the concept of didactic transpositions with two research works that examined a didactic transposition of software development methods to educational frameworks: the first one---in the university; the second---in the high school.

References

[1]

Abrahamsson, P., Salo, O., Ronkainen, J. and Warsta, J. (2002). Agile Software Development Methods-Review and Analysis, VTT publications 478. Available on line at: http://www.vtt.fi/inf/pdf/publications/2002/P478.pdf

Google Scholar

[2]

Beck, K. (with Andres, C., 2005, second edition). Extreme Programming Explained: Embrace Change, Addison-Wesley.

Digital Library

Google Scholar

[3]

Chevallard, Y. (1985). La Transposition Didactique. Grenoble: La Pensée Sauvage.

Google Scholar

[4]

Chevallard, Y. (1988). On didactic transposition theory: Some introductory notes, Paper presented at the International Symposium on Research and Development in Mathematics, Bratislava, Czechoslavakia

Google Scholar

[5]

Dubinsky, Y. and Hazzan, O. (2005). A framework for teaching software development methods, Computer Science Education 15(4), pp. 275--296.

Crossref

Google Scholar

[6]

Hazzan O. and Dubinsky Y. (2003). Teaching a software development methodology: The case of Extreme Programming, 16th International Conf. on SE Education and Training, pp. 176--184.

Digital Library

Google Scholar

[7]

Hazzan, O. and Dubinsky, Y. (2008). Agile Software Engineering, Springer

Digital Library

Google Scholar

[8]

Highsmith, J. (2002). Agile Software Development Ecosystems, Addison-Wesley.

Digital Library

Google Scholar

[9]

Kang, W. and Kilpatrick, J. (1992). Didactic transposition in mathematics textbooks, For the Learning of Mathematics 12(1), p. 2--7.

Google Scholar

[10]

Lewin, K. (1948). Resolving Social Conflicts; Selected Papers on Group Dynamics. Gertrude W. Lewin (ed.). New York: Harper & Row.

Google Scholar

[11]

Meerbaum-Salant, O. and Hazzan, O. (2008). Challenges in mentoring software development projects in the high school: Analysis according to Shulman's teacher knowledge base model, Journal of Computers in Mathematics and Science Teaching 28(1), pp. 23--43.

Google Scholar

[12]

Meerbaum-Salant, O. and Hazzan, O. (2010). An agile constructionist mentoring methodology for software projects in the high school, ACM Transactions on Computing Education - TOCE (former name: ACM Journal on Educational Resources in Computing - JERIC) 9(4).

Digital Library

Google Scholar

[13]

Papert, S. (1991). Situating Constructionism. In Harel, L. and Papert, S. (Eds). Constructionism, Ablex Publishing Corporation, pp 1--12.

Google Scholar

[14]

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform, Harvard Educational Review, 57(1), pp. 1--22.

Crossref

Google Scholar

Cited By

View all

Ruiz-Munzón NMasó-Llorente ASamper-Martínez A(2024)Creating Study and Research Path for University Teacher in the Social Sciences: ProfessorLab Marketing DeviceExtended Abstracts 202210.1007/978-3-031-55939-6_40(529-538)Online publication date: 23-Jul-2024
https://doi.org/10.1007/978-3-031-55939-6_40
Sarıtaş DÖzcan H(2023)Bilimsel Bilginin Basitleşmesine Dayalı Didaktik Dönüşümün Kimya Öğretiminin Sorunları ile İlişkisi Hakkında Bir ArgümanMilli Eğitim Dergisi10.37669/milliegitim.1217681Online publication date: 19-Apr-2023
https://doi.org/10.37669/milliegitim.1217681
Djelil FSanchez E(2023)Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programmingEducation and Information Technologies10.1007/s10639-022-11158-628:1(283-302)Online publication date: 1-Jan-2023
https://dl.acm.org/doi/10.1007/s10639-022-11158-6
Show More Cited By

Index Terms

Didactic transposition in computer science education
1. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education
      2. Model curricula

Recommendations

Motivational active learning for computer science education (abstract only)
SIGCSE '14: Proceedings of the 45th ACM technical symposium on Computer science education

Motivational Active Learning (MAL) is an innovative pedagogical approach based on MIT's teaching format TEAL (Technology-Enabled Active Learning) combined with advanced motivational strategies based on gamification design aspects. The main idea of MAL ...
Trends and Challenges of Project-Based Learning in Computer Science and Engineering Education
ICETC '23: Proceedings of the 15th International Conference on Education Technology and Computers

In computer science and engineering (CSE) education, project-based learning (PBL) has become a highly effective pedagogical strategy for encouraging students' teamwork, creativity, and problem-solving abilities in the real world. The current trends and ...
E-assessment in Computer Science Higher Education
ICETC '23: Proceedings of the 15th International Conference on Education Technology and Computers

The increasing use of e-assessment methods for computer science in higher education has led to a growing body of research on this topic. In this systematic literature review, we discuss various assessment types such as true or false questions, essay ...

Comments

Information & Contributors

Information

Published In

ACM Inroads Volume 1, Issue 4

December 2010

75 pages

ISSN:2153-2184

EISSN:2153-2192

DOI:10.1145/1869746

Issue’s Table of Contents

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 01 December 2010

Published in INROADS Volume 1, Issue 4

Permissions

Request permissions for this article.

Request Permissions

Check for updates

Author Tags

Qualifiers

Research-article
Popular
Refereed

Contributors

Other Metrics

View Article Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

7
Total Citations
View Citations
537
Total Downloads

Downloads (Last 12 months)20
Downloads (Last 6 weeks)0

Reflects downloads up to 04 Oct 2024

Other Metrics

View Author Metrics

Citations

Cited By

View all

Ruiz-Munzón NMasó-Llorente ASamper-Martínez A(2024)Creating Study and Research Path for University Teacher in the Social Sciences: ProfessorLab Marketing DeviceExtended Abstracts 202210.1007/978-3-031-55939-6_40(529-538)Online publication date: 23-Jul-2024
https://doi.org/10.1007/978-3-031-55939-6_40
Sarıtaş DÖzcan H(2023)Bilimsel Bilginin Basitleşmesine Dayalı Didaktik Dönüşümün Kimya Öğretiminin Sorunları ile İlişkisi Hakkında Bir ArgümanMilli Eğitim Dergisi10.37669/milliegitim.1217681Online publication date: 19-Apr-2023
https://doi.org/10.37669/milliegitim.1217681
Djelil FSanchez E(2023)Game design and didactic transposition of knowledge. The case of progo, a game dedicated to learning object-oriented programmingEducation and Information Technologies10.1007/s10639-022-11158-628:1(283-302)Online publication date: 1-Jan-2023
https://dl.acm.org/doi/10.1007/s10639-022-11158-6
Hazzan OMike KHazzan OMike K(2023)The Birth of a New Discipline: Data Science EducationGuide to Teaching Data Science10.1007/978-3-031-24758-3_4(59-72)Online publication date: 21-Mar-2023
https://doi.org/10.1007/978-3-031-24758-3_4
Williams G(2020)The Wave Changer—from longitudinal to transversePhysics Education10.1088/1361-6552/ab7fc955:3(033012)Online publication date: 9-Apr-2020
https://doi.org/10.1088/1361-6552/ab7fc9
Hazzan ORagonis NLapidot THazzan ORagonis NLapidot T(2020)Data Science and Computer Science EducationGuide to Teaching Computer Science10.1007/978-3-030-39360-1_6(95-117)Online publication date: 6-Aug-2020
https://doi.org/10.1007/978-3-030-39360-1_6
Romeike RGöttel TKnobelsdorf MRomeike R(2012)Agile projects in high school computing educationProceedings of the 7th Workshop in Primary and Secondary Computing Education10.1145/2481449.2481461(48-57)Online publication date: 8-Nov-2012
https://dl.acm.org/doi/10.1145/2481449.2481461

View Options

Get Access

Login options

Check if you have access through your login credentials or your institution to get full access on this article.

Full Access

Get this Article

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

Magazine Site

View this article on the magazine site (external)

Magazine Site

Abstract

References

Cited By

Index Terms

Recommendations

Motivational active learning for computer science education (abstract only)

Trends and Challenges of Project-Based Learning in Computer Science and Engineering Education

E-assessment in Computer Science Higher Education

Comments

Information

Published In

Publisher

Publication History

Permissions

Check for updates

Author Tags

Qualifiers

Contributors

Other Metrics

Bibliometrics

Article Metrics

Other Metrics

Citations

Cited By

Get Access

Login options

Full Access

View options

PDF

eReader

Magazine Site

Figures

Other

Share

Share this Publication link

Share on social media

Affiliations