Computer science in K-12 school curricula of the 2lst century: Why, what and when?
Computer science in K-12 school curricula of the 2lst century: Why, what and when?
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2 世纪 K-12 学校课程中的计算机科学：为什么、什么以及何时？
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
M. Syslo
中科院分区：
文献类型：
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作者：
Mary E. Webb;N. Davis;T. Bell;Y. Katz;Nicholas Reynolds;D. Chambers;M. Syslo
在本文中，我们已经研究了计算机科学课程的地位和作用，在最近的呼吁课程改革，我们提出了原则和问题，在课程设计中考虑，以及确定优先领域进一步研究。本文基于自2012年以来国际信息处理联合会（IFIP）教育界内外的讨论，以及对五个不同国家课程发展的分析。新出现的主题进行了讨论，从课程理论的重要观点，包括“强大的知识”作为一个关键要素的权利和管理的专业知识的增长。根据这一分析，我们确定了共识领域以及仍然存在争议的制约因素、风险和问题。人们对计算机科学的重要性及其“强大知识”的性质正在形成共识。此外，目前对在小学早期开始学习计算机科学的机会和好处的理解已经将这种早期开始确定为权利和公平问题。有一个强烈的共识，在计算机科学教育教师专业发展是支持课程改革的关键，目前在许多国家的一个重大挑战。其他关键问题包括了解专业知识的增长如何影响课程的潜在结构和顺序以及内容的平衡。进一步的考虑包括新的技术机会如何与教学方法相互作用，以及如何为专门知识的增长提供新的潜力。
In this paper we have examined the position and roles of Computer Science in curricula in the light of recent calls for curriculum change and we have proposed principles and issues to consider in curriculum design as well as identifying priority areas for further research. The paper is based on discussions within and beyond the International Federation of Information Processing (IFIP) Education Community since 2012 as well as an analysis of curriculum developments in five different countries. Emerging themes have been discussed with reference to important perspectives from curriculum theory including “powerful knowledge” as a key element of entitlement and management of the growth of expertise. Based on this analysis we have identified areas of consensus as well as constraints, risks and issues that are still subject to controversy. There is an emerging consensus of the importance of Computer Science and the nature of its “powerful knowledge”. Furthermore current understanding of the opportunities and benefits for starting to learn Computer Science early in primary schools has identified this early start as an entitlement and equity issue. There is a strong consensus that teacher professional development in Computer Science Education is critical for supporting curriculum change and is currently a major challenge in many countries. Other key issues include understanding how the growth of expertise affects potential structure and sequencing in the curriculum and the balance of content. Further considerations include how new technological opportunities interact with pedagogical approaches and can provide new potential for the growth of expertise.