TY  - JOUR
A1  - Hermanns, Jolanda
A1  - Keller, David
T1  - How do preservice chemistry teachers rate tasks following the construct of school-related content knowledge in a concept-orientated course on organic chemistry?
JF  - Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society
N2  - In this paper, we describe a study on tasks following the construct of school-related content knowledge. We know from previous studies that such tasks were rated by the preservice chemistry teachers as important for their future profession. Those studies were conducted in a traditional course on organic chemistry which was organized around chemical families. Therefore, we used and evaluated the tasks again in a new course on organic chemistry which is organized around basic concepts in organic chemistry. The results of this evaluation show that the students rate the tasks equally well but use other arguments for their rating. They do not focus only on the content of the tasks and whether this content belongs to the school curriculum or not. The students of the conceptual course rated the content more often (95%) as important for their future profession compared with the students in the traditional course (57%). Both groups of students rated the importance of the nature of the task the same way.
KW  - Organic chemistry
KW  - Second-Year undergraduate
KW  - Alcohols
KW  - Curriculum
KW  - Molecular structure
KW  - Organic structure
KW  - Students
Y1  - 2021
U6  - https://doi.org/10.1021/acs.jchemed.1c00593
SN  - 0021-9584
SN  - 1938-1328
VL  - 98
IS  - 11
SP  - 3442
EP  - 3449
PB  - American Chemical Society
CY  - Washington
ER  - 
TY  - JOUR
A1  - Webb, Mary
T1  - Considerations for the Design of Computing Curricula
JF  - KEYCIT 2014 - Key Competencies in Informatics and ICT
N2  - This paper originated from discussions about the need for
important changes in the curriculum for Computing including two focus
group meetings at IFIP conferences over the last two years. The
paper examines how recent developments in curriculum, together with
insights from curriculum thinking in other subject areas, especially mathematics
and science, can inform curriculum design for Computing.
The analysis presented in the paper provides insights into the complexity
of curriculum design as well as identifying important constraints and
considerations for the ongoing development of a vision and framework
for a Computing curriculum.
KW  - Curriculum
KW  - Computer Science
KW  - Informatics
KW  - curriculum theory
Y1  - 2015
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-82723
SN  - 1868-0844
SN  - 2191-1940
IS  - 7
SP  - 267
EP  - 283
PB  - Universitätsverlag Potsdam
CY  - Potsdam
ER  -