Background and context We address the question of what computer science students take the discipline to be. How students conceive the discipline can influence whether a student pursues computer science, what particular area within computer science they focus on and whether they persist in the discipline. In this paper, we examine the epistemic practices – how knowledge is created and warranted – of students and teacher as a way to understand what computer science is, as practiced by the participants.
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Tenenberg et al. (2024) studied this question.
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