A review of models for introducing computational thinking, computer science and computing in K-12 education

Heintz, Fredrik; Mannila, Linda; Färnqvist, Tommy

doi:10.1109/fie.2016.7757410

Cited by 196 publications

(150 citation statements)

References 52 publications

Supporting

Mentioning

116

Contrasting

Unclassified

Order By: Relevance

“…Each competence area is accompanied by 3-6 competences, describing the skills and knowledge seen as essential for the component at hand (Table I) [4]. Many countries worldwide have revised or are in the process of revising their school curricula in order to include for instance programming and digital citizenship skills [1], [9]. There is no standardized terminology, as terms used include, for instance, computing, computational thinking, programming, coding and digital competence.…”

Section: Digital Competence In Schoolsmentioning

confidence: 99%

Development of a self-efficacy scale for digital competences in schools

Nordén

Mannila

Pears

2017

2017 IEEE Frontiers in Education Conference (FIE)

Self Cite

View full text Add to dashboard Cite

Abstract-As computer science enters the school curricula in an increasing number of countries, teachers must prepare to integrate digital competences into their teaching. This integration is a moving target where new methods, tools and applications appear and disappear at such rates that teachers must have confidence to independently and continuously explore what is new, what is relevant and how to plan their pedagogic activities to include digital competences. In this context approaches which can be used to study self-efficacy in digital competences among school teachers are desperately needed. With such a tool in place, we can make a baseline study and then follow teachers over time to measure changes in their self-efficacy, the cause of these changes and learn how to build their digital competence selfefficacy in different ways. The same tool can also be used to measure the self-efficacy in other populations, e.g., students in teacher training programs to ensure that they obtain an adequate self-efficacy in digital competences during their studies.This paper describes the development of a self-efficacy scale in digital competences, based on the DigiComp 2.0 framework definition of digital competence. The tool focuses predominantly on digital competences relevant for teachers in school years K-9.

show abstract

Section: Digital Competence In Schoolsmentioning

confidence: 99%

Development of a self-efficacy scale for digital competences in schools

Nordén

Mannila

Pears

2017

2017 IEEE Frontiers in Education Conference (FIE)

Self Cite

View full text Add to dashboard Cite

show abstract

“…Finland [6]). A review of models for introducing aspects of CS in K-12 education is presented in, for instance, [7].…”

Section: Introductionmentioning

confidence: 99%

Introducing Programming and Digital Competence in Swedish K-9 Education

Heintz

Mannila

Nordén

et al. 2017

Lecture Notes in Computer Science

Self Cite

View full text Add to dashboard Cite

Abstract. The role of computer science and IT in Swedish schools has varied throughout the years. In fall 2014, the Swedish government gave the National Agency for Education (Skolverket) the task of preparing a proposal for K-9 education on how to better address the competences required in a digitalized society. In June 2016, Skolverket handed over a proposal introducing digital competence and programming as interdisciplinary traits, also providing explicit formulations in subjects such as mathematics (programming, algorithms and problem-solving), technology (controlling physical artifacts) and social sciences (fostering aware and critical citizens in a digital society). In March 2017, the government approved the new curriculum, which needs to be implemented by fall 2018 at the latest. We present the new K-9 curriculum and put it in a historical context. We also describe and analyze the process of developing the revised curriculum, and discuss some initiatives for how to implement the changes.

show abstract

“…O Brasil ainda não adotou em sua base curricular um espaço específico para o PC, enquanto os países explorados por Heintz et al (2016) já realizaram esta incorporação, ou ainda estão no processo, mas abordando o assunto com diferentes nomenclaturas.…”

Section: Pensamento Computacional No Currículo Brasileirounclassified

“…Outras iniciativas são os workshops realizados pelo National Research Council (NRC, 2011) com o propósito de promover o conhecimento e aconselhamento para o governo federal dos Estados Unidos, objetivando explorar a natureza do PC e suas implicações cognitivas e educacionais. Heintz et al (2016) discutem a implantação de disciplinas que envolvem computação desde a alfabetização até o Ensino Médio em 10 países. Em geral buscam prover desenvolver nos estudantes estratégias para a coleta, análise e representação de dados; decomposição de problemas; abstração; algoritmos e procedimentos; automação; simulação e paralelismo que são elementos constituintes do PC conforme a Computer Science Teachers Association (CSTA, 2011) No Brasil existem muitas pesquisas e projetos piloto de a implantação do PC no contexto das escolas, tais como os trabalhos de Barcelos e Silveira (2012), Souza et al (2016), Silva et al (2016), Queiroz et al (2016), Aragão et al (2016), Leal et al (2016), Paiva et al (2015), Rodriguez et al (2015), Raabe et al (2015) e Raabe e Ortiz (2016).…”

Section: Introductionunclassified

A Experiência de Implantação de uma Disciplina Obrigatória de Pensamento Computacional em um Colégio de Educação Básica

Raabe¹,

Ellery²,

Jesus³

et al. 2017

Anais Dos Workshops Do VI Congresso Brasileiro De Informática Na Educação (CBIE 2017)

View full text Add to dashboard Cite

Abstract. This paper aims to present the first results about the implementation of a computational thinking course in k-12 school in a mandatory. The course is offered for students from the 6th year of elementary school to the 3rd year of high school, serving more than 700 students in different 25 classes. The paper details the decisions regarding the implementation of the discipline, the contents and strategies used by the teachers and also the first perceptions of these teachers about the difficulties and benefits of the discipline.Resumo. Este artigo busca explorar os primeiros resultados acerca da implantação de uma disciplina de pensamento computacional na Educação Básica de forma obrigatória para todos estudantes de um colégio de aplicação de uma universidade brasileira. A disciplina abrange desde o 6º ano do Ensino Fundamental ao 3º ano do Ensino Médio, atendendo mais de 700 estudantes em 25 turmas. O artigo detalha as decisões referentes a implantação da disciplina, os conteúdos e estratégias trabalhados pelos professores e também as primeiras percepções destes docentes quanto às dificuldades e benefícios da disciplina.

show abstract

A review of models for introducing computational thinking, computer science and computing in K-12 education

Cited by 196 publications

References 52 publications

Development of a self-efficacy scale for digital competences in schools

Development of a self-efficacy scale for digital competences in schools

Introducing Programming and Digital Competence in Swedish K-9 Education

A Experiência de Implantação de uma Disciplina Obrigatória de Pensamento Computacional em um Colégio de Educação Básica

Contact Info

Product

Resources

About