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However, teachers face difficulty selecting appropriate contexts for all learners. This study examines whether students can actively conceive such contexts and how context design affects learning. Using an upper secondary case study, students collaboratively designed contexts, then reflected individually and completed learner reports showing broad learning outcomes about concepts and the learning process.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/students-as-creators-of-contexts-for-learning-algorithms-how-collaborative-context-design-contributes-to-a-wide-range-of-learning-outcomes/588281/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/students-as-creators-of-contexts-for-learning-algorithms-how-collaborative-context-design-contributes-to-a-wide-range-of-learning-outcomes/588281.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How did the study involve students in designing learning contexts for algorithms?","Question",{"text":112,"@type":113},"Students in upper secondary CS class collaboratively designed contexts specifically for algorithm concepts, then reflected individually on the proposed contexts. They also completed a learner report at the end of the lessons.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of learning outcomes did the learner reports reveal?",{"text":117,"@type":113},"Learners reported stronger understanding of algorithmic concepts and their application, and the reports also reflected learning about the process, including working with contexts, designing them, and collaborating.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is selecting contexts challenging for teachers in context-based education?",{"text":121,"@type":113},"Teachers must choose contexts that are interesting for all students, but learners differ in interests—some prefer everyday connections while others are motivated by challenging or unusual scenarios.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588281,1792209172,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Students as Creators of Contexts for Learning Algorithms: How Collaborative Context Design Contributes to a Wide Range of  \nLearning Outcomes  \nJacqueline Nijenhuis-Voogt  \n[jacqueline.nijenhuis@ru.nl](jacqueline.nijenhuis@ru.nl)  \nRadboud Teachers Academy  \nRadboud University, Nijmegen, The Netherlands  \nDurdane Bayram  \n[d.bayram@tue.nl](d.bayram@tue.nl)  \nEindhoven School of Education  \nEindhoven University of Technology, Eindhoven, The Netherlands  \nPaulien C. Meijer  \n[paulien.meijer@ru.nl](paulien.meijer@ru.nl)  \nRadboud Teachers Academy  \nRadboud University, Nijmegen, The Netherlands  \nErik Barendsen  \n[erik.barendsen@ru.nl](erik.barendsen@ru.nl)  \nInstitute for Science Education  \nRadboud University, Nijmegen, The Netherlands  \nDepartment of Computer Science  \nOpen University, The Netherlands  \nDOI: 10.21585/ijcses.v7i1.190  \nAbstract  \nA context-based approach to education aims to improve students’ meaningful learning and uses authentic situations in which scientific concepts are applied. The use of contexts may contribute to the learning of abstract concepts such as algorithms. The selection of appropriate contexts, however, is challenging for teachers. It is therefore interesting to examine whether students can play an active role in the conception of such contexts and how designing contexts may contribute to student learning. As a case study, we investigated students' design of contexts for learning algorithms in upper secondary education. We developed lessons in which students collaboratively designed contexts and then reflected individually on all contexts proposed. At the end of these lessons, students completed a learner report. The students' design of contexts provided a remarkably wide range of learning outcomes. Students not only reported to have learned more about the lesson topic (algorithmic conceptsand the application of these), but the learner reports also reflected learning about the process (learning with contexts, designing contexts, and collaboration). Our findings suggest that designing contexts contributes to active learning. The results of this study may serve as recommendations for future research concerning the role of students in designing contexts.  \nKeywords: computer science education; algorithms; context-based education; collaborative design of contexts  \n1. Introduction  \nA context-based approach to education can contribute to meaningful learning (Gilbert, 2006; Parchmann et al., 2006; Diethelm et al., 2011; Habig et al., 2018) . Using real-world situations as contexts in which concepts are applied provides relevance and meaning to subject matter and supports the connection between subjects learned in school and the everyday life of students (Bennett, 2003; King, 2012). In practice however, finding these contexts  \nis challenging for teachers (Di Fuccia & Ralle, 2016 ; Nijenhuis-Voogt et al., 2021), particularly when it comes to selecting one that is interesting for all students. Students do not all have the same interests, and some prefer a context that is connected to their everyday lives while others are engaged by a challenging or more unusual context (Habig et al., 2018) . The examination of what happens when students play an active role in the selection or design of contexts might be one way to address their various needs and interests. This is especially relevant when considering the teaching and learning of fundamental computer science concepts, such as algorithms. Teaching algorithms and the analysis thereof is nontrivial (Dagiene & Jevsikova, 2012) and is challenging for teachers (Yadav et al., 2016) .  \nThe student perspective of context-based learning was investigated by Van Vorst and Aydogmus (2021), who analyzed which contexts students (aged 14 – 15 years) choose from a selection provided for learning chemistry. Nonetheless, little is known about how students would design contexts and the potential impact this may have on their learning. Finding new contexts in which a conce","cbCaiucsQDUDPLm4","https://ap.wps.com/l/cbCaiucsQDUDPLm4","pdf",299457,17,"English","# Introduction\n# Conceptual Framework\n## Design of Contexts for Context-Based Education\n# Method and Lesson Design\n# Findings\n## Discussion and Implications\n# Conclusions","[{\"question\":\"How did the study involve students in designing learning contexts for algorithms?\",\"answer\":\"Students in upper secondary CS class collaboratively designed contexts specifically for algorithm concepts, then reflected individually on the proposed contexts. They also completed a learner report at the end of the lessons.\"},{\"question\":\"What kinds of learning outcomes did the learner reports reveal?\",\"answer\":\"Learners reported stronger understanding of algorithmic concepts and their application, and the reports also reflected learning about the process, including working with contexts, designing them, and collaborating.\"},{\"question\":\"Why is selecting contexts challenging for teachers in context-based education?\",\"answer\":\"Teachers must choose contexts that are interesting for all students, but learners differ in interests—some prefer everyday connections while others are motivated by challenging or unusual scenarios.\"}]","Students as Creators of Contexts for Learning Algorithms - How Collaborative Context Design Contributes to a Wide Range of Learning Outcomes | PDF",1792064905,43]