This working group is conducting a scoping review exploring how interpretivist research paradigms are articulated, applied, and represented in qualitative research in computer science education. Despite the prevalence of qualitative research in our field slowly growing, interpretivist assumptions remain inconsistently described and understood; the direction of influence between this inconsistency and enduring debates over which paradigms are endorsed in our field remains unclear.

Abstraction is a fundamental skill and concept in computer science and it is also a difficult skill to teach. The purpose of the working group is to analyse different perspectives of abstraction's conceptualisation and ways of teaching the skill. Therefore as a result of the working group we will be first identifying how abstraction is discussed and defined in key literature. As a team we will agree on the perspectives and models we will like to explore in teaching context. Finally we will work with computing educators and computing education researchers to design a pedagogical framework that will enable the development of the abstraction skills.

Three propositions, contributing to a model of the two-way process between Abstraction and Implementation, are described. They are contextualized within the current literature of Philosophy of CS and Computing Education. Research questions that are relevant to Computing Education are asked on the back of this and a draft of an instrument to be used to answer these questions is given. A prospective study planned using this instrument, ideally taking place the following academic year, is briefly described.

Three classifications of abstraction are presented and expanded on: Reductive, Constructive and Contextual. The associated process of Representation is linked to these abstractive processes. A short pilot study is described. It is found that students chose to articulate their abstractive process in a range of ways most familiar to them.