Unpacking Dispositions in the CC2020 Computing Curriculum Overview Report
Unpacking Dispositions in the CC2020 Computing Curriculum Overview Report
复制标题
解读 CC2020 计算课程概览报告中的配置
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
A. Clear
中科院分区：
文献类型：
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作者：
S. Frezza;T. Clear;A. Clear
计算课程模型历来都是从认知角度构建的。通常，重点是知识体系，并且越来越多地关注支持技能和能力的概念。最近的课程文件（例如 IT2017 课程）已转向专业能力方法，并包含了更重要的倾向概念。虽然这些倾向被视为补充和支持知识和技能的传统要素，但它们的概念化和可操作性仍在开发中。 ACM/IEEE-CS 计算课程 2020 概述项目 (CC2020) 一直致力于实现这一目标，部分原因是实现现有和不同课程报告的多个组成部分的可视化，纳入配置概念，并使它们能够映射到选定课程陈述中体现的知识和技能集群。本文报告了迄今为止在 CC2020 项目中概念化和实施配置概念方面取得的进展，回顾了面临的研究挑战、采用的模型以及迄今为止的研究结果。
Computing Curriculum models have been historically framed from a cognitive perspective. Typically, the focus has been on bodies of knowledge and increasingly the notion of supporting skills and abilities. More recent curriculum documents such as the IT2017 curriculum have moved towards a professional competency approach and have included the further important notion of dispositions.While these dispositions are seen as complementing and supporting the traditional elements of knowledge and skills, exactly how they are conceptualised and operationalised is still being developed. The ACM/IEEE-CS Computing Curriculum 2020 Overview Project (CC2020) has been working towards this goal, in part driven by the very practical purpose of enabling visualisation of the multiple components of the existing and differing curriculum reports, incorporating the notion of dispositions and enabling them to be mapped to clusters of knowledge and skills embodied in selected curriculum statements.This paper reports on progress to date towards conceptualising and operationalising the notion of dispositions within the CC2020 project, reviews the research challenges faced, the models adopted and the findings to date.