Table 9 Hypotheses related to the absence of direct links between CS-education and student learning
|  |  | The teachers’ appropriation of the CS-pedagogical content is aligned with the curricular objectives | |
|---|---|---|---|
| Â | Â | True | False |
The CS-pedagogical content is adequate with respect to the targeted concepts | True | H1: The students have reached the limit of their cognitive abilities and are not capable of progressing more, irrespective of the additional content and CS education received | H3: The teacher, while teaching the CS-pedagogical activities is not teaching the CS-concepts well (H3.1) either because they do not have sufficient mastery the concepts themselves; or (H3.2) because they do not put the emphasis on the CS concepts while teaching and focus on other facets, such as disciplinary links (e.g. maths or verbalisation), coherently with the differences between intended, enacted and attained curricula that are present generally van den Akker (2003) and in the context of CS Falkner et al. (2019). The PD program should be revised. |
False | H2: The CS-pedagogical content is either (H2.1) not developmentally appropriate Ottenbreit-Leftwich & Yadav (2022); Bers et al. (2022b), or (H2.2) does not go sufficiently in depth for students to progress beyond what they are acquiring without the CS-education, and should be revised. | H2 + H3 | |