A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge
A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge
复制标题
K-6 计算思维课程框架：对教师知识的影响
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Jason Zagami
中科院分区：
文献类型：
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作者：
C. Angeli;J. Voogt;A. Fluck;Mary E. Webb;M. Cox;J. Malyn;Jason Zagami
将计算机科学作为一门独立的学校科目添加到核心K-6课程中是一个复杂的问题，具有教育挑战性。作者在本文中解决了其中的两个挑战：（1）基于通用计算思维框架的课程设计，以及（2）教师教授课程所需的知识。第一个问题是在设计一个真实的计算思维课程的角度进行讨论，重点是现实世界的问题。第二个问题是在技术教学内容知识的框架内解决的，详细阐述了教师需要能够在K-6环境中教授计算思维的知识体系。还给出了这些想法如何在实践中应用的一个例子。虽然人们认识到，在本文提出的框架的有效性方面缺乏足够的经验证据，但预计我们的知识和研究基础将在未来几年内大幅增加，因为世界上越来越多的国家将计算机科学作为一个单独的学校科目添加到他们的K-6课程中。
Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is discussed within a perspective of designing an authentic computational thinking curriculum with a focus on real-world problems. The second issue is addressed within the framework of technological pedagogical content knowledge explicating in detail the body of knowledge that teachers need to have to be able to teach computational thinking in a K-6 environment. An example of how these ideas can be applied in practice is also given. While it is recognized there is a lack of adequate empirical evidence in terms of the effectiveness of the frameworks proposed herein, it is expected that our knowledge and research base will dramatically increase over the next several years, as more countries around the world add computer science as a separate school subject to their K-6 curriculum.
DOI：
10.1145/2493394.2493395
发表时间：
2013
期刊：
Proceedings of the ninth annual international ACM conference on International computing education research
影响因子：
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作者：
Hubwieser;Magenheim;Mühling
通讯作者：
Mühling