Ein für mich sehr erhellender Artikel, der sowohl einige Auseinandersetzungen innerhalb der Informatikdidaktik-Community als auch unterschiedliche Wahrnehmungen durch andere Wissenschaftsdisziplinen erklärt.

This chapter introduces three dominant traditions of computing and characterizes their aims, questions, views of subject matter, methods and practices. The traditions are deeply intertwined and support each other.

What is computer science? What should we teach about computing and how? Which skills and knowledge are central to computing? Over the disciplinary history of computing, there has never been a consensus on the field’s fundamental nature, aims, methods, essential skills and knowledge, ist relations to other disciplines, or even the name of the field. In the course of their development, computing education initiatives, such as curriculum development (see Chapter 7 in this book), course design, and study programme design, often get to a point where the stakeholders start to question their consensus on how exactly people defi ne their field of study. Debates on those questions have characterized computing education discussions ever since the birth of the field; many disagreements still remain. This chapter introduces the reader to what is at stake in debates of computing’s disciplinary nature, what the central positions are and how those positions differ from each other.