Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

Autor/inn/en	Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.; Mittermeir, Roland T.
Titel	Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools
Quelle	In: ACM Transactions on Computing Education, 14 (2014) 2, Artikel 7 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1946-6226
DOI	10.1145/2602482
Schlagwörter	Computer Science Education; Elementary Secondary Education; Case Studies; Foreign Countries; Elementary School Curriculum; Secondary School Curriculum; France; Georgia; Israel; Italy; New Zealand; Russia; Sweden; United Kingdom; United States + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Case study; Fallstudie; Case Study; Ausland; Frankreich; Italien; Neuseeland; Russland; Schweden; Großbritannien; USA
Abstract	In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a publication platform for soundly based in-depth experiences that have been made around the world with concepts, approaches, or initiatives that aim at supporting this shift. For this purpose, the article format was kept as large as possible, enabling the authors to explain many facets of their concepts and experiences in detail. Regarding the structure of the articles, we had encouraged the authors to lean on the Darmstadt Model, a category system that was developed to support the development, improvement, and investigation of K-12 CSE across regional or national boundaries. This model could serve as a unifying framework that might provide a proper structure for a well-founded critical discussion about the future of K-12 CSE. Curriculum designers or policy stakeholders, who have to decide, which approach an upcoming national initiative should follow, could benefit from this discussion as well as researchers who are investigating K12 CSE in any regard. With this goal in mind, we have selected six extensive and two short case studies from the UK, New Zealand, USA/Israel, France, Sweden, Georgia (USA), Russia, and Italy that provide an in-depth analysis of K-12 CSE in their respective country or state. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10