A Review of Models for Introducing Computational Thinking, Computer Science and Computing in K-12 Education.
2016 (English)In: Proceedings of the 46th Frontiers in Education (FIE), IEEE , 2016Conference paper (Refereed)
Computing is becoming ever increasingly importantto our society. However, computing in primary and secondaryeducation has not been well developed. Computing has traditionallybeen primarily a university level discipline and there areno widely accepted general standards for what computing at K–12 level entails. Also, as the interest in this area is rather new,the amount of research conducted in the field is still limited. Inthis paper we review how 10 different countries have approachedintroducing computing into their K–12 education. The countriesare Australia, England, Estonia, Finland, New Zealand, Norway,Sweden, South Korea, Poland and USA.
The studied countries either emphasize digital competenciestogether with programming or the broader subject of computingor computer science. Computational thinking is rarely mentionedexplicitly, but the ideas are often included in some form. Themost common model is to make it compulsory in primary schooland elective in secondary school. A few countries have made itcompulsory in both. While some countries have only introducedit in secondary school.
Place, publisher, year, edition, pages
IEEE , 2016.
Frontiers in Education Conference, ISSN 0190-5848
computer science education, computational thinking, computing
IdentifiersURN: urn:nbn:se:liu:diva-134417DOI: 10.1109/FIE.2016.7757410ISI: 000392331500069ISBN: 978-1-5090-1790-4 (electronic)ISBN: 978-1-5090-1791-1 (print)OAI: oai:DiVA.org:liu-134417DiVA: diva2:1073353
Frontiers in Education (FIE, Gannon Univ, Erie, PA, Oct 12-15, 2016