International Trends in K-12 Computer Science Curricula through Comparative Analysis: Implications for the Primary Curricula

Autor/inn/en	Oda, Michiyo; Noborimoto, Yoko; Horita, Tatsusya
Titel	International Trends in K-12 Computer Science Curricula through Comparative Analysis: Implications for the Primary Curricula
Quelle	In: International Journal of Computer Science Education in Schools, 4 (2021) 4, (25 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2513-8359
Schlagwörter	Computer Science Education; Educational Trends; Elementary Secondary Education; Comparative Education; National Curriculum; Foreign Countries; Australia; United Kingdom (England); Finland; France; Hong Kong; South Korea; New Zealand; Poland; Portugal; Sweden + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Bildungsentwicklung; Vergleichende Erziehungswissenschaft; Ausland; Australien; Finnland; Frankreich; Hongkong; Korea; Republik; Neuseeland; Polen; Schweden
Abstract	The purpose of this study was to identify international trends in K-12 computer science curricula in countries that have introduced computer science education. Content analysis method was used to analyse the country-wide curricula of 10 countries which have introduced computer science education at the primary level. The K-12 Computer Science Framework was used as a theoretical frame to analyse the curricula. The results show that most countries begin their curricula with sub concepts of "algorithms," "program development," and under "impact of computing," along with the practice of creating computational artifacts; then, countries expand upon computer science concepts and practices as learners progressed through the higher grades. Further, countries tend to introduce computer science concepts and practices in stages; once concepts and practices are introduced, they continue across multiple grades. Three approaches to implementing computer science education into the country-wide curriculum were found: introducing computer science (a) as an independent subject, (b) within multiple subjects, and/or (c) as a part of transversal competencies or an independent computer science curriculum with a cross-curricular approach. These study findings can contribute to a worldwide effort to introduce computer science education at the primary level. (As Provided).
Anmerkungen	International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01