Toward a K-12 computer science curriculum

TuckerAllen,; DeekFadi,; JonesJill,; McCowanDennis,; StephensonChris,; VernoAnita,

doi:10.1145/792548.611912

Cited by 15 publications

(19 citation statements)

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“…Computer science is a field that studies “computers and algorithmic processes, including their principles, hardware and software designs, and … impact on society” (Tucker, 2003, p. 6).…”

Section: Related Literaturementioning

confidence: 99%

Computational thinking and teacher education: An expert interview study

2020

Human Behav and Emerg Tech

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Computational thinking (CT) is increasingly being recognized as a fundamental skill, like math, for all students. This need to equip every student with competent CT skills calls for CT education in K‐12 schools and teachers with adequate content and pedagogical knowledge to integrate CT. This study elicits and synthesis what top leaders in CT education know and experience about best practices of CT in K‐12 schools and educator preparation. It also examines experts' views about distinctive challenges, useful strategies, and practical models related to CT education. Adopting an expert interview approach, the participants are five leaders with diverse background and extensive experience in the field of CT education. The qualitative analysis of the data points to two guidelines to teach CT in K‐12 context, namely age level appropriateness and good design. It also indicates three main challenges and specific strategies to establish CT‐integrated teacher education programs.

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Section: Related Literaturementioning

confidence: 99%

Computational thinking and teacher education: An expert interview study

2020

Human Behav and Emerg Tech

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“…Naopak čerstvý vývoj můžeme sledovat na Novém Zélandu (6) a ve Spojeném Království (7). Komplexní osnovy pro primární a sekundární všeobecné vzdělávání vypracoval tým ACM (8). Poměrně aktuální přehled o situaci v světě podávají reference v článku (9).…”

Section: úVodunclassified

Teaching Efficiency of Algorithms on Czech Grammar Schools

Lessner¹

2013

Journal of Technology and Information Education

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Abstract:The contribution introduces partial results of experimental computer science education on Czech grammar schools (general secondary education, students are 15-19 years old). Informatics on our grammar schools aims on user skills and misses the scientific aspects, while computer science seems to be promising regarding main educational goals on grammar schools, mainly the key competence to solve problems. Our research is based on the idea of teaching computer science on par with traditional science subjects, such as physics or biology. We have developed an experimental course program and tested it on a group of grammar school students in Prague. In this contribution we describe the Efficiency chapter and its educational results. If the educational goals are set appropriately, even this abstract and demanding topic can be included into grammar school curriculum.Key words: computer science, algorithm complexity, experimental teaching. VÝUKA EFEKTIVITY ALGORITMŮ NA GYMNÁZIÍCHResumé: Příspěvek uvádí dílčí výsledky experimentální výuky informatiky na gymnáziích. Výuka informatiky na gymnáziích se zaměřuje především na uživatelské dovednosti a pomíjí vědní stránku informatiky. Přitom z hlediska cílů gymnaziálního vzdělávání se informatika jeví jako slibná oblast, především v souvislosti s klíčovou kompetencí k řešení problémů. Náš výzkum vychází z představy výuky informatiky jako vědecké disciplíny vedle ostatních tradičních vědních předmětů, jako jsou fyzika nebo biologie. Sestavili jsme odpovídající program výuky a otestovali ho na skupině žáků jednoho pražského gymnázia. V tomto příspěvku uvádíme podrobnější popis modulu zaměřeného na problematiku efektivity a výsledky jeho výuky. Ukazuje se, že při vhodném nastavení vzdělávacích cílů je možné i toto poměrně abstraktní a náročné téma do gymnaziální výuky úspěšně zařadit.Klíčová slova: teoretická informatika, složitost algoritmů, experimentální výuka.

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“…Only nine states recognize a computer science course as filling a graduation requirement, and no states require a course in the subject before graduation [5]. A report from the Computer Science Teachers Association (CSTA) indicates that the number of high schools in the United States included programming (generally considered a core component of computer science) in their curriculum dropped 13% from 2005 to 2007 [6].…”

Section: Current State Of Cs Educationmentioning

confidence: 99%

“…A report from the Computer Science Teachers Association (CSTA) indicates that the number of high schools in the United States included programming (generally considered a core component of computer science) in their curriculum dropped 13% from 2005 to 2007 [6]. Only eleven states rank above 80% compliance with the model curriculum developed by the CSTA, and virtually every state places higher emphasis on skills like programming than on substantial computer science concepts [5].…”

Section: Current State Of Cs Educationmentioning

confidence: 99%