Developing Computational Thinking in Compulsory Education - Implications for policy and practice
Developing Computational Thinking in Compulsory Education - Implications for policy and practice
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在义务教育中发展计算思维 - 对政策和实践的影响
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Katja Engelhardt
中科院分区：
文献类型：
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作者：
Stefania Bocconi;A. Chioccariello;G. Dettori;A. Ferrari;Katja Engelhardt
在过去的十年中，计算思维（CT）和相关概念（如编码，编程，算法思维）在教育领域受到越来越多的关注。这就产生了大量的学术和灰色文献，也产生了许多公共和私人执行倡议。尽管有这种广泛的兴趣，但在义务教育中成功地将儿童、幼儿和青少年融入义务教育仍然面临着尚未解决的问题和挑战。本报告全面概述了学龄儿童的计算机技术技能，包括最近的研究结果和基层和政策层面的举措。它还提供了一个更好的理解的核心概念和CT的属性及其对义务教育的潜力。这项研究主要采用定性方法，其中包括广泛的案头研究、对教育部的调查和半结构化访谈，这些访谈提供了专家、从业人员和决策者的见解。该报告讨论了欧洲义务教育中最重要的CT发展，并提供了全面的证据综合，包括对政策和实践的影响。
In the past decade, Computational Thinking (CT) and related concepts (e.g. coding, programing, algorithmic thinking) have received increasing attention in the educational field. This has given rise to a large amount of academic and grey literature, and also numerous public and private implementation initiatives. Despite this widespread interest, successful CT integration in compulsory education still faces unresolved issues and challenges. This report provides a comprehensive overview of CT skills for schoolchildren, encompassing recent research findings and initiatives at grassroots and policy levels. It also offers a better understanding of the core concepts and attributes of CT and its potential for compulsory education. The study adopts a mostly qualitative approach that comprises extensive desk research, a survey of Ministries of Education and semi-structured interviews, which provide insights from experts, practitioners and policy makers. The report discusses the most significant CT developments for compulsory education in Europe and provides a comprehensive synthesis of evidence, including implications for policy and practice.