Visions of Computer Science Education: Unpacking Arguments for and Projected Impacts of CS4All Initiatives
Visions of Computer Science Education: Unpacking Arguments for and Projected Impacts of CS4All Initiatives
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计算机科学教育的愿景：解析 CS4All 计划的论据和预计影响
DOI：
10.1145/3017680.3017755
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发表时间：
2017
期刊：
影响因子：
--
通讯作者：
Dixie Ching
中科院分区：
文献类型：
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作者：
Sara Vogel;Rafi Santo;Dixie Ching
随着扩大K12计算机科学（CS）教育的势头不断增长，相关的公共叙事往往假设关于为什么CS应该教授给所有学生的核心问题已经得到了充分的回答。明确不同利益攸关方设想的核心目标对于确保CS4All倡议的一致性至关重要。本研究提出了一个框架，检查CS教育计划的参数和预计的影响范围。基于从研究人员促进的参与性知识建设过程中获得的数据，涉及26个CS教育利益相关者，他们阐述了161个论点，我们确定了普遍CS教育论点中存在的七个影响领域：（1）经济和劳动力发展，（2）公平和社会正义，（3）能力和识字率，（4）公民身份和公民生活，（5）科学，技术和社会创新，（6）学校改进和改革，（7）乐趣、成就感和个人能动性。研究结果表明，CS教育的个人论点和愿景往往涉及多个影响领域。我们打算这个框架，以支持CS教育利益相关者的反思，考虑他们目前的举措如何索引不同的意识形态CS4All项目是为了实现什么。
As momentum grows to expand K12 Computer Science (CS) education, associated public narratives often assume core questions about why CS should be taught to all students have been sufficiently answered. Having clarity around the core purposes that varied stakeholders are envisioning is critical to ensuring the coherence of CS4All initiatives. This study presents a framework examining the range of arguments for and projected impacts of CS education programs. Based on data drawn from a researcher- facilitated participatory knowledge building process involving 26 CS education stakeholders who articulated 161 arguments, we identify seven areas of impact present in arguments for universal CS education: (1) economic and workforce development, (2) equity and social justice, (3) competencies and literacies, (4) citizenship and civic life, (5) scientific, technological and social innovation, (6) school improvement and reform and (7) fun, fulfillment and personal agency. Findings show that individual arguments and visions for CS education often reference multiple impact areas. We intend for this framework to support reflection by CS education stakeholders to consider how their current initiatives index different ideologies about what CS4All projects are meant to achieve.