Computer science (CS) in the compulsory education curriculum: Implications for future research

Abstract

The subject of computer science (CS) and computer science education (CSE) has relatively recently arisen as a subject for inclusion within the compulsory school curriculum. Up to this present time, a major focus of technologies in the school curriculum has in many countries been on applications of existing technologies into subject practice (both software such as office applications, and hardware such as robots and sensors). Through uses of these applications, information and communications technologies (ICT) have focused on activities to support subject and topic learning (across wide age and subject ranges). Very recently, discussions for including computers in the curriculum have shifted to a much greater focus on computing and CS, more concerned with uses of and development of programming, together with fundamental principles of problem-solving and creativity. This paper takes a policy analysis approach; it considers evidence of current implementation of CSE in school curricula, the six main arguments for wider-scale introduction of the subject, the implications for researchers, schools, teachers and learners, the state of current discussions in a range of countries, and evidence of outcomes of CSE in compulsory curricula. The paper concludes by raising key questions for the future from a policy analysis perspective.

Agentic neglect: Teachers as gatekeepers of England’s national computing curriculum

“…There is a critical gap in the field’s understanding of how best to teach modern digital skills on a nationwide scale. Research on nationwide computing education policy especially is limited (Crick, ; European Schoolnet, ; Passey, ) and it is difficult to transfer results from one country context to another (Hubwieser, ). Small‐scale studies of computing education generally focus on the integration of technology into individual or small groupings of schools (Becta, ; Moss et al , ; Somekh et al , ), rather than on implementation of educational technology policy or the integration of computing skills into a multi‐subject curriculum.…”

Bridging Primary Programming and Mathematics: Some Findings of Design Research in England

“…There has been an enhanced interest in introducing programming in school in many countries around the world, both informally as part of after-school 'coding' clubs and formally through the school curriculum (Sentance and Csizmadia 2015). England is one of only a few countries that has made the teaching of programming a compulsory part of primary education to date, but many other countries are currently considering changes to their education systems (Passey 2016). From September 2014 all primary schools in England were required to teach the new national computing curriculum, which includes learning about how computational systems work, using technology to develop ideas as well as designing and building their own programs.…”

Beyond jam sandwiches and cups of tea: An exploration of primary pupils' algorithm‐evaluation strategies

“…There are challenges in implementation with limited guidance on how to teach the proposed content, the specific levels of knowledge or understanding pupils should achieve at each stage of the curriculum and issues pupils are likely to encounter and how these should be addressed (Passey, 2016). There are challenges in implementation with limited guidance on how to teach the proposed content, the specific levels of knowledge or understanding pupils should achieve at each stage of the curriculum and issues pupils are likely to encounter and how these should be addressed (Passey, 2016).…”

“…The potential benefit of developing mathematical thinking skills through learning to program has been the subject of debate for several decades (Du Boulay, 1980;Hoyles & Noss, 1987a;Hoyles & Noss, 1987b;Noss, 1987b). In recent years, this debate has been reignited due to widespread changes in computing/informatics within the school systems of many different countries with an increased emphasis on learning to program from an early age (Bocconi, Chioccariello, Dettori, Ferrari, & Engelhardt, 2016;Gujberova & Kalas, 2013;Kabatova, Kalas, & Tomcsanyiova, 2016;Passey, 2016). Researchers have struggled to agree whether programming benefits mathematical understanding or not, due in part to the crucial role of teachers.…”

“…From September 2014, all primary schools in England have been required to teach the national computing curriculum, which includes designing and building programs. There are challenges in implementation with limited guidance on how to teach the proposed content, the specific levels of knowledge or understanding pupils should achieve at each stage of the curriculum and issues pupils are likely to encounter and how these should be addressed (Passey, 2016). Further challenges concern how to fit the new curriculum content into an already busy timetable and crucially how to forge cross-curricular links from computing to other curriculum areas.…”