Abstract
The fact that (pre-)knowledge must be addressed in class has been widely recognized in the scientific community for several years now. Fortunately, a growing number of studies on learners' conceptions of the Internet, computers, smartphones and other computer science related topics is the academic response to constructivist epistemology. However, many of these contributions unfortunately end after a presentation and discussion of the results, without concrete recommendations for teachers on how to methodologically deal with (typical mis-)conceptions. Therefore, based on research-based teaching practices of other science didactics, this contribution introduces various teaching tools into the field of computer science education by exemplarily adapting them to the results of research on learners' conceptions of computing system architecture.
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