"How Else Should It Work?" A Grounded Theory of Pre-College Students' Understanding of Computing Devices

Autor/inn/en	Rücker, Michael T.; Pinkwart, Niels
Titel	"How Else Should It Work?" A Grounded Theory of Pre-College Students' Understanding of Computing Devices
Quelle	In: ACM Transactions on Computing Education, 19 (2019) 1, Artikel 2 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
Schlagwörter	Grounded Theory; Student Attitudes; Technology; Equipment; Transfer of Training; Handheld Devices; Foreign Countries; Secondary School Students; Misconceptions; Cognitive Processes; Germany (Berlin) + Suchen Sie Ihr Suchwort? Schülerverhalten; Technologie; Training; Transfer; Ausbildung; Ausland; Sekundarschüler; Missverständnis; Cognitive process; Kognitiver Prozess
Abstract	In order to understand and evaluate computing technology in their environment, students first need to be able to identify it. This task becomes increasingly difficult, however, as computing systems become more and more ubiquitous and invisible. Based on the analysis of semi-structured focus interviews with 28 German pre-college students, we present a grounded theory of their conceptions and reasoning related to the identification of computing within technical devices. At its core is the finding that many students seemed to differentiate technical artifacts with respect to three conceived levels of capability. Many household appliances, for instance, were very well seen as electronic and programmed, but still as too limited in their capability to warrant the presence of a "real" computer or to be related to informatics. Given the increasing versatility, power, and associated risks of modern embedded systems as well as the advent of the internet of things, this issue should clearly be addressed. Based on our grounded theory, we propose some first ideas for how this might be done. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01