期刊名称：International Journal of Research Studies in Computing
印刷版ISSN：2243-7797
出版年度：2013
卷号：2
期号：1
DOI：10.5861/ijrsc.2013.306
语种：English
出版社：Consortia Academia, Philippines
摘要：A major task in planning the computer science curriculum is the specification of teaching and learning contents. This work needs to be based on knowledge of the content and process concepts central to the discipline of computer science. These central concepts are applicable or observable in multiple domains of computer science, can be taught on every intellectual level, will be relevant in the longer term, and are related to everyday language and/or thinking. Two empirically based catalogues of central content concepts (e.g., algorithm, system, process) and central process concepts (e.g., problem solving and problem posing, analyzing, classifying) for computer science education have recently been proposed. This article uses discriminant analysis techniques to provide a semantic categorization of both the content and the process concepts. On this basis, conclusions can be drawn about how individual groups of content and process concepts differ semantically.
关键词：computer science education;central content concepts;central process concepts
