Computing Pre‐University: Secondary Level Computing Curricula

Abstract

This article reviews the teaching of computing in high schools throughout the world. Many approaches exist to teaching computing topics to high‐school students, which range from the use of basic computer applications, such as word processors and presentation software, and through the use of advanced applications, such as spread sheets, databases and the construction of basic websites, to some highly advanced computing programs that approach academic curricula. Various agencies and countries have invested great efforts over the years in the updating of curricula following rapid developments in the domain. Deliberations are many and they are manifested in the different names given to the curricula, in the diversity of their targets and contents, and in the wide range of guidelines offered vis‐á‐vis teaching approaches. The common denominator of all such curricula emphasizes the need to prepare students for the world of tomorrow, in all that pertains to computerization. Such training must refer to principles rather than be based on mastering of one tool or programming language rather than another. The article first presents the different approaches that emerge with respect to computing curricula, and then it offers a detailed review of curricula from 19 countries worldwide. Finally, a summarizing comparison between the various curricula is presented in conclusion. It to be viewed that even in countries that have curricula in place, there is still lack in terms of the implementing it. Implementation vis‐á‐vis the general population is more extensive in the prevalent areas of information technology (IT) or information and communication technology (ICT), but it is significantly less extensive in the area of computer science. It seems that most countries are still a long way from achieving their education vision with respect to the domain of computing, and plenty of work still must be done.

Mapeamento sistemático sobre a avaliação da aprendizagem no ensino de lógica de programação no ensino médio

“…Quadro 3 -Trabalhos com temática aproximada Autor Título Base Ragonis (2009) Computing Pre-University: Secondary Level Computing Curricula…”

“…Revista Novas Tecnologias na Educação ____________________________________________________________________________________________ Haddadi et al (2018) Ragonis (2009) trata de uma revisão sobre as diferentes abordagens para o ensino de computação em escolas de Ensino Médio no mundo. O trabalho de Melo et al (2014) traz uma proposta de uso da plataforma arduino como estratégia pedagógica para o ensino de lógica de programação para estudantes do Ensino Médio e propõe uma avaliação da atividade com a finalidade de verificar se o uso da plataforma promoveu a aprendizagem.…”

A survey of computer science teacher preparation programs in Israel tells us

“…the survey declared that they have at least some defined requirements for a CS teaching license [3]. Two partial explanations of this are the fact that different states offer different CS high school curricula [21,27,28] and that no international or national standards exist for CS teacher preparation programs. Accordingly, in places where CS teacher preparation programs do exist, they usually address general principles of teaching science rather than focusing specifically on teaching CS.…”

“…The Israeli high school CS curriculum [9] is considered one of the most advanced in the world [21,23,27]. Thus, there is an interest in the factors that foster its success, and particularly in CS teacher preparation programs, which play a critical role in the implementation of the curriculum.…”

Relato da Utilização de uma Metodologia de Trabalho para o Ensino de Ciência da Computação no Ensino Médio

“…Na tentativa de engajar os estudantes e fazê-los conhecer mais sobre a CC, muitos projetos têm procurado esclarecer os seus conceitos fundamentais, através de atividades que possam entreter e desafiar. Alguns países têm conseguido implantar um currículo mínimo nas escolas, conforme cita Ragonis (2007). Nos Estados Unidos, por exemplo, muitas organizações como a CSTA (Computer Science Teachers Association) -apoiada pela ACM (Association for Computing Machinery) e pelo Google, a ISTE (International Society for Technology in Education) e a NAEP (National Association for Educational Progress) contribuem com modelos de currículos, padrões e guias para estabelecer o ensino de Computação nas escolas (Bell 2010).…”