Past, Present and Future of Computing Education Research: A Global Perspective

Preface
Contents
Editors and Contributors
Editors
Associate Editors
Contributors
Exploring the Past, Present and Future of Computing Education Research: An Introduction
1 Introduction
1.1 Audience and Related Works
2 Organisation of the Book
3 Reflections
References
What is Computing Education Research (CER)?
1 Introduction
2 The History of CER
2.1 Dissemination of Results
2.2 Views on CER
2.2.1 Early Panel Debates
2.2.2 Handbooks on CER
2.3 Classification of CER Papers
2.4 Frameworks for CER
3 CER Today
4 An Environment for CER
4.1 CER and Computing in General
4.2 CER and Education Research in General
4.3 CER and Learning and Teaching Computing
4.3.1 Research vs Development
4.3.2 Research Publication or Not?
4.3.3 CER and Educational Settings
5 Is CER a Discipline?
6 CER and Other DBER Disciplines
7 Conclusions
References
Theory and Approaches to Computing Education Research
1 Introduction
2 CER and Scholarship of Teaching and Learning
3 So What Is CER Theory?
3.1 Historical and Philosophical Perspectives
3.2 Content and Structure
3.3 Explicit Use of Theory
4 Frameworks and Research Models
4.1 Process Models
5 Conclusions
References
The Evolution of Computing Education Research: A Meta-Analytic Perspective
1 Introduction
2 Emergence of CER as an Independent Field
3 Classifying Papers
4 Theoretical Development in CER
5 Methodological Development in CER
6 Analyses of CER Publication Venues
7 Discussion
8 Recommendations
References
Scientometrics: A Concise Introduction and a Detailed Methodology for Mapping the Scientific Field of Computing Education Research
1 Introduction
2 Networks
3 The Philosophy of the Methods Followed in This Chapter
4 Methods
4.1 Data Retrieval
4.2 Screening Articles for Eligibility
4.3 Pre-Processing Bibliometric Data
4.3.1 Keywords
4.3.2 Venues
4.3.3 Authors
4.3.4 Institutions
4.4 Data Analysis
4.5 Integrity Check
5 Conclusions and Limitations
References
The Hands that Made Computing Education Research: Top Authors, Networks, Collaboration and Newcomers
1 Introduction
2 Related Research
3 Methods and Data
4 Productive Authors
4.1 Newcomers and Old-Timers
5 Clusters of authorship
6 Authors Who Build Bridges Between Communities
7 International Collaboration and Venues
8 Discussion
8.1 Author Productivity and Productive Authors
8.2 Newcomers and Recurring Authors
8.3 Collaboration and Building Bridges
8.4 International Collaboration
8.5 Limitations and Future Research
9 Conclusions
References
The Venues that Shaped Computing Education Research: Dissemination Under the Lens
1 Introduction
1.1 A Brief Summary of Data and Methods
2 Evolution of Central Venues in Time: Four Categories
2.1 Shares of Articles and Top Venues
2.2 Citations
2.3 Research Topics (Keywords)
2.4 Authors
3 Dedicated Venues
3.1 Core Conferences and Magazines
3.2 Core Journals
3.3 Keywords and Countries
4 Non-Dedicated Venues
4.1 Conferences
4.2 Journals
4.3 Keywords and Countries
5 Discussions
5.1 Dissemination Practices of CER
5.2 Diversity in Dissemination
5.3 Limitations
6 Conclusions
Appendix: Publication Venues in Four Categories
References
The Evolving Themes of Computing Education Research: Trends, Topic Models, and Emerging Research
1 Introduction
1.1 Research Approach and Data
2 The Research Areas of CER: Keyword Trends
2.1 A Brief Historical Overview of Research Areas
2.2 Research Areas Through Analysis of Keywords
3 A Model of 29 Topics
4 Emerging and Fast Growing Topics
5 Answers to Research Questions
5.1 Top Keyword Trends
5.2 Topic Modeling
5.3 Emerging Research Areas
6 Discussion
6.1 Limitations
7 Conclusions
References
Capturing the Impact and the Chatter Around Computing Education Research Beyond Academia in Social Media, Patents, and Blogs
1 Introduction
2 Background
2.1 Twitter
2.2 Mendeley
2.3 News
2.4 Blogs
2.5 Other Sources
2.6 The Motivation for this Study
3 Methods
4 Results
4.1 Twitter Mentions
4.2 Mendeley
4.3 News and Blogs
4.4 Patents
4.5 Other Altmetrics Sources
5 Discussion and Conclusions
References
A Scientometric Perspective on the Evolution of the SIGCSE Technical Symposium: 1970–2021
1 Introduction
2 The Birth of SIGCSE
2.1 Related Work
3 Methodology
4 Authors
4.1 Collaboration
5 Papers
6 International Collaboration
7 Keywords and Themes
8 Discussion
8.1 Limitations
9 Conclusion
References
ITiCSE Working Groups as an Engine for Community-Building
1 Introduction
2 Background and Related Work
2.1 Background: Collaboration Networks
2.2 Connections Between Newcomers and Old-Timers
2.3 Connections to the Larger Computing-Education Community
2.4 Connections Between Countries
2.5 Summary
3 Methodology
3.1 Collecting and Cleaning Author and Paper Data
3.2 Analysis: Connections Between Newcomers and Old-Timers
3.3 Analysis: Connections Between Working Groups and Other Venues
3.4 Analysis: Follow-Up Collaborations
3.5 Analysis: Connections Between Different Countries
4 Results
4.1 Results: Basic Overview
4.1.1 The Venues
4.1.2 Collaborations and Collaborators
4.1.3 Newcomers
4.2 Results: Connections Between Newcomers and Old-Timers
4.3 Results: Connections Between Working Groups and OtherVenues
4.4 Results: First-Time Collaborations
4.5 Results: Follow-Up Collaborations
4.6 Results: Connections with Other Countries
5 Discussion
5.1 Discussion: Connections Between Newcomers and Old-Timers
5.2 Discussion: Connections Between Working Groups and Other Venues
5.3 Discussion: Follow-Up Collaborations
5.4 Discussion: Connections with Other Countries
6 Limitations, Threats to Validity, and Future Work
7 Conclusions
References
A Case Study: The Uppsala Computing Education Research Group (UpCERG)
1 Introduction
2 UpCERG: A Personal View
2.1 The First 15 Years: A Story of Frustration Fostering Creativity
2.1.1 Frustration
2.1.2 Computing Education Research
2.1.3 International Projects
2.1.4 Open-Ended Group Projects
2.1.5 The IT in Society Course Unit
2.1.6 Action Research
2.2 The Following Decade(+): A Story of Strugglesand Consolidation
2.2.1 Point of Departure and Continues Work
2.2.2 Struggles and Consolidation
3 UpCERG: Seen Through a Theory Perspective
3.1 Why Discussing Theory in CER?
3.2 Introduction of Theoretically Robust Research: The First Generation
3.3 The Next Generation
3.4 Current Development
4 Conclusions
References
Future Technology Lab: A Plug-in Campus as an Agent of Change for Computing Education Research in the Global South
1 Introduction
2 Research Design
3 Relevance
3.1 CE and CER Requirements in Namibia
3.2 The Concept of the FTLab Plug-in Campus
3.3 Expectations from CE and CER as Identified by the Research, Development, and Innovation Projects at the FTLab
3.4 Accelerating CE in Namibia Via the FTLab
3.5 Community Outreach at the FTLab
4 Rigor Cycle
4.1 Satellite Campuses as Agents of Change for CER in the Global South
4.2 Evaluating Progress and Challenges Via Design-Reality Gap (DRG) Analysis
5 Design Results
5.1 Identifying and Analysing the Design-Reality Gap at the FTLab
6 Discussion
7 Conclusion
References
Computing Education Research in Baltic Countries
1 Introduction
1.1 Computing Education in Three Baltic Countries: Prehistory
1.2 Baltic Olympiads in Informatics
2 CER in Estonia
2.1 Prehistory
2.2 Informal Computing Education
2.3 Research on School Informatics
3 CER in Latvia
3.1 Prehistory
3.2 Computer Education Research Chronology in Latvia
3.2.1 Decades of Ershov-Monachov-Vītiņš
3.2.2 Decade of Vītiņš-Vēzis
3.2.3 Decade of Vēzis-Krūmiņš
3.3 CER in Other Latvian Universities
4 CER in Lithuania
4.1 Prehistory: School of Young Programmers by Correspondence
4.1.1 Main Curriculum of the School of Young Programmers
4.1.2 The Growth of the School of Young Programmers
4.1.3 Training Approaches and Research
4.2 Compulsory Informatics in Schools: From 1986 Until Now
4.2.1 Teaching Algorithms: From Logo to Pascal
4.2.2 Informatics Curriculum Developments
4.2.3 National School Leaving Exam in Informatics
4.3 Two International Journals on Informatics Education
4.4 Hosting International Conferences of CER
4.5 Doctoral Consortium
4.6 Research on School Informatics
5 Discussion and Conclusions
References
Computing Education Research in the Global South
1 Introduction
2 CER in Selected GS Countries
2.1 Methods and Data
3 Results and Discussion
3.1 Evolution of CER in GS
3.2 Top Keywords of CER from GS
3.3 Top Cited Papers
3.4 Prolific Authors and Collaborations
3.5 Institutions and Venues
4 Reflection and Conclusions
References
Computing Education Research in Finland
1 Introduction
1.1 Finnish Educational System
1.2 Computer Science Education in Finland
2 Finnish CER Community: Scientometric Analysis
3 Koli Calling Conference
4 CER in Finnish Universities
4.1 Aalto University
4.2 University of Helsinki
4.3 University of Jyväskylä
4.4 University of Joensuu/University of Eastern Finland
4.5 Tampere University
4.5.1 University of Tampere
4.5.2 Tampere University of Technology
4.6 University of Turku and Åbo Akademi University
4.6.1 The Dawn of CER at the University of Turku
4.6.2 The Centre for Learning Analytics
4.6.3 CER at Åbo Akademi University
4.7 Lappeenranta University of Technology
5 National Level Collaborative Activities Related to ComputingEducation
6 Discussion
6.1 Pioneering Teachers
6.2 Networking and Recruitment
6.3 Challenges in Funding Research
7 Future
References
Computing Education Research in Australasia
1 Introduction
2 Computing Education Publications from Australasia
3 Building a Community
3.1 Conventicles
3.2 BRACE and BRACElet
4 A Selection of Australasian Projects
4.1 Introductory Programming
4.2 Programming at All Levels
4.3 Parson's Problems
4.4 Development of BlueJ
4.5 Learning Progression
4.6 Student Learning Behaviour
4.7 Assessment of Programming
4.8 Academic Integrity
4.9 Women in Computing
4.10 Computing Curricula
4.11 Introspection
5 School-Level Contribution
5.1 Overview of Digital Curricula in Australia and New Zealand
5.2 Teacher Engagement and Professional Education
6 Conclusions
References
Computer Science Education Research in Israel
1 Introduction
2 Curricular Issues
3 Fundamental Ideas and Concepts of CS
3.1 Abstraction
3.2 A Problem-Solving Paradigm
3.3 Correctness and Efficiency
3.4 Nondeterminism
3.5 Concurrency
3.6 Reduction
3.7 Problem-Solving Strategies
4 Concluding Remarks
References
Computing Education Research in the UK & Ireland
1 Introduction
1.1 The British Isles
1.2 CER Activities and Structures
2 History: Formation of the CER Landscape
2.1 Pre-history: Babbage, Boole, Bletchley and Bombe
2.2 Mind the Gap: The British and Irish Retreat
2.3 Silicon Fen: Jet Set Willy and Mr Podd
2.4 Devolution: Things Can Only Get Better for Education and Research
3 Computing Education Research Context
3.1 England
3.1.1 Schools in England
Creation of a National Centre for Computing
Focus on Delivery: Not Pure Research
3.1.2 Further & Higher Education in England
3.2 Northern Ireland
3.2.1 The Northern Ireland Curriculum
3.2.2 Higher Education in Northern Ireland
3.2.3 Growing Computing Opportunities in NI Moving Forward
3.3 Scotland
3.3.1 Haggis Reference Language for School-Level Assessment
3.3.2 Professional Development of School Teachers in Scotland
3.3.3 Scottish Industry Partnership Programmes for Higher Education
3.4 Wales
3.4.1 Schools in Wales
3.5 Ireland
3.5.1 Primary Computing Education in Ireland
Research
3.5.2 Second-Level Computing Education in Ireland
The Early Years
Recent Years
Research
3.5.3 Higher Education in Ireland
Enter Industry and the Birth of Computing Courses
Organisation: Industry, Government and Education
Recent Years
Working With Schools
Funding
Research
4 Scientometrics of CER in the UK and Ireland
4.1 Data Cleaning
4.2 Number of Publications and Citations
4.3 Most Frequently Cited Papers
4.4 Collaboration Networks
4.5 Topic Modelling
4.5.1 Steady
4.5.2 Emerging
4.5.3 Receding
4.5.4 Fluctuating
4.5.5 Missing
5 Discussion
References
Computing Education Research in Schools
1 Introduction
2 A Scientometric Overview of Research on Computing Education in Schools
2.1 Venues
2.2 Countries
2.3 Research Themes
3 Curricular Issues
3.1 Computational Thinking
3.2 Algorithmic Thinking
3.3 Data Literacy and Artificial Intelligence
4 Programming Tools, Languages and Environments
4.1 Short Overview of Programming Tools and Environments
4.2 Block-Based Programming
4.3 Text-Based Programming
4.4 Physical Computing and Robotics
5 Pedagogical Approaches and Techniques
5.1 Pair Programming and Collaboration
5.2 Inquiry Based Learning
5.3 Games and Gamification and Game Development
5.4 Problem-Based Learning and Project-Based Learning
6 Assessment and Evaluation
6.1 Assessment Approaches
6.2 Assessment Tools: Tests and Scales
6.3 Suggestions to be Taken in Mind
7 Teacher Education and Training
8 Extracurricular Activities
8.1 Summer Camps on Programming
8.2 Olympiads in Informatics
8.3 Bebras – The Worldwide Challenge on CS and CT
8.4 Unplugged CS Activities
9 Discussion and Conclusion
References
Conceptualizing Approaches to Critical Computing Education: Inquiry, Design, and Reimagination
1 Introduction
2 Historicizing Criticality
2.1 Empowerment
2.1.1 Analysis
2.1.2 Production
3 Approaches to Critical Computing Education
3.1 Critical Inquiry
3.2 Critical Design
3.3 Critical Reimagination
4 Considerations for the Learning Design and Research
5 Conclusions
References