Informatics and Programming Education at Primary and Secondary Schools in Japan

Kanemune, Susumu; Shirai, Shizuka; Tani, Seiichi

doi:10.15388/ioi.2017.11

Cited by 34 publications

(12 citation statements)

References 2 publications

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“…Japan stands out by its great production of new technologies, robotics research, and the high level of industrial application of innovations. All the above have an important effect in students' formation, making Japan one of the countries with the highest level of ICT integration in classrooms [32]. Moreover, robotics and drone assembly are taught in compulsory secondary education [33], and programming will be compulsory in 2021 [23].…”

Section: Asiamentioning

confidence: 99%

Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Díaz-Lauzurica

Moreno-Salinas

2019

Sustainability

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In present and future society, all individuals must be able to face the problems, risks, advantages and opportunities that will arrive with new paradigms in the labour market, social relations and technology. To reach this goal, a quality and inclusive education together with a proper and complete formation in technology (communications, robotics, programming, computational thinking (CT), etc.) must be imparted at all educational levels. Moreover, all individuals should have the same opportunities to develop their skills and knowledge, as stated in Goal 4 of the Sustainable Development Goals, Sustainable Education. Following this trend, in the present work, a practical experience about how to teach CT using robotics is developed, showing the results and evaluation of the lessons on robotics taught to students in their 4th year of compulsory secondary education, and where the students showed a high degree of apathy and demotivation. The teaching unit was based on an action research approach that includes a careful selection of pedagogical techniques and instruments to attract and keep the attention and interest of the students. In addition to the robotics lessons, a previous computational thinking training with Blockly Games was carried out, which contributed to noticeably increase the students motivation and to introduce them to the programming of robots. Moreover, gamification was used to motivate and evaluate the individual knowledge, and the students were required to present the work performed through a final project. The individual needs of the students were fulfilled with a daily monitoring. The results show that the pedagogical techniques, instruments and evaluation were adequate to increase the motivation of the students and to obtain a significant learning, showing how the teaching of CT may attract students that have lost interest and motivation, while providing them with abilities that will be essential for the learning throughout life.

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Section: Asiamentioning

confidence: 99%

Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Díaz-Lauzurica

Moreno-Salinas

2019

Sustainability

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“…In this context the current trend by the government aims to make compulsory the teaching of computer coding starting in primary schools 2.  In Japan, the new curricula, which will be implemented starting 2020, states that all primary students will be introduced to programming and all high school students will have to learn computer science [23].…”

Section: Related Workmentioning

confidence: 99%

“…Computer science is currently considered as a fundamental component in educational curricula [1][2][3][4][5] and discussions about its content is still at the center of many debates [6][7][8]. Indeed, information technology (IT) is a field of knowledge in perpetual evolution, and as a result, computer-based education, presumably more than any other scientific discipline, requires a continuous renewal of its programs and the innovation in its teaching strategies and approaches.…”

Section: Introductionmentioning

confidence: 99%

Computer Science Program in Moroccan Secondary Schools: Curricula Analysis

Ouahbi¹,

Darhmaoui²,

Kaddari³

et al. 2019

IJMECS

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The methodology of teaching informatics is a reflection subject that arouses increasing interest both locally and internationally. Debates on the curricula of the discipline are always at the center of many discussions amongst computer scientists and other concerned educators. Teaching Computer science in secondary schools is increasingly perceived as having similar status like teaching mathematics, life and earth sciences, chemistry, and physics. In this paper we report and analyze the current status of computer science education in Moroccan secondary schools in light of the governing official instructions by the ministry of education. We also discuss the generalization of computer education in Moroccan secondary schools probing the emergence of teaching it as a disciplinary subject rather than a tool in other fields. Our analysis shows that teaching informatics in Morocco is not conform to the set ministerial objectives and it necessitate a reform in both its teaching methodology and content.

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“…In Japan, all high school students learn the compulsory subject "Informatics", which consists of two optional subjects named "Information Study for Participating Community (Society and Information)" and "Information Study by Scientific Approach (Information Science)" (Kanemune et al, 2017).…”

Section: Informatics Education In Japanmentioning

confidence: 99%

Creating the Original Bebras Tasks by High School Students

Manabe¹,

Tani

Kanemune

et al. 2018

Olympiads in Informatics

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The Bebras Challenge is an International Challenge on Informatics and Computational Thinking (CT). The goal of the challenge is to make students interested in Computer Science (CS) and CT. The authors let students participate in Bebras in regular Informatics classes at a high school in Japan. Not only involving the challenge, but we also implemented a learning activity which students create original Bebras-like problems. The learning activity aims to make students recognize that materials for algorithmic thinking are around them. Most of the students worked well and produced idea full problems. They created many great works. And some of them were selected as Japanese representative questions for the International Bebras Task Workshop by the Japanese Committee for the IOI, which conducts the Bebras Challenge in Japan. Some of them were used in the actual Bebras Challenge. In this report, we show the students' original questions and discuss the educational effect of this learning activity.

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Informatics and Programming Education at Primary and Secondary Schools in Japan

Cited by 34 publications

References 2 publications

Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Computational Thinking and Robotics: A Teaching Experience in Compulsory Secondary Education with Students with High Degree of Apathy and Demotivation

Computer Science Program in Moroccan Secondary Schools: Curricula Analysis

Creating the Original Bebras Tasks by High School Students

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