Informatics in the French Secondary Curricula: Recent Moves and Perspectives

Tort, Françoise; Drot-Delange, Béatrice

doi:10.1007/978-3-642-36617-8_3

Cited by 9 publications

(5 citation statements)

References 9 publications

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“…As summarized at the beginning of this article, French secondary education is organized by subjects, and teachers are specialists in only one subject, in which they generally graduated. The ISN course does not fit into this scheme: it is not attached to an existing subject, and it concerns few students: in each school, it corresponds to 2 hours teaching time per week [Tort and Drot-Delange 2013]. Therefore, ISN teachers are not enrolled in the usual way.…”

Section: Project-based Teaching: a Recommended Pedagogicalmentioning

confidence: 98%

Computer Science Education in French Secondary Schools

Baron

Drot-Delange

Grandbastien

et al. 2014

ACM Trans. Comput. Educ.

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Computer science as a school subject in France is characterized by a succession of promising starts that have not yet been transformed into perennial solutions. The main goal of this article is to analyze this complex situation from a historical perspective, and describe the current rebirth of an optional Computer Science course in the last year of secondary education, together with other initiatives that might contribute to introducing Computer Science as a school subject. We also aim at discussing some perspectives for the future to support a better informatics education for all students. The sources we have used are mainly historical and administrative, however we have also drawn on empirical research and surveys conducted since the seventies. This article therefore takes both retrospective and perspective viewpoints.

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Section: Project-based Teaching: a Recommended Pedagogicalmentioning

confidence: 98%

Computer Science Education in French Secondary Schools

Baron

Drot-Delange

Grandbastien

et al. 2014

ACM Trans. Comput. Educ.

Self Cite

View full text Add to dashboard Cite

show abstract

“…France and Finland are examples of countries, where Informatics was not taught as an independent subject matter, but introduced as a tool for other subject matters [15]. However in 2012, France introduced an Informatics course in upper secondary school in the Science field of study (for 12th grade) and it focuses on Informatics fundamentals.…”

Section: Informatics Education In K-12 Schoolsmentioning

confidence: 99%

“…Computational thinking is tightly connected to learning Informatics concepts. For example, describing an object in an algorithmic way, using a formal language to do this, managing information flows and using machines characterize the computational thinking [15].…”

Section: Bebras Challenge --A Way To Introduce Informatics Concepts Amentioning

confidence: 99%

Informatics Concepts and Computational Thinking in K-12 Education: A Lithuanian Perspective

Dagienė

Stupurienė

2016

Journal of Information Processing

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Informatics or Computer Science is important subject in nowadays school education. Informatics can be presented as a discipline for understanding technology in a deeper way-the understanding behind computer programs. Bringing Informatics to schools means preparing young people to be creators of information technology-not only to be users of technological devices. To achieve that, we need to introduce Informatics concepts to primary, basic (K-9) and secondary education (K-12). From the other side, we need to help people to solve problems by using technology and developing computational thinking in various areas. The paper presents a short overview of Informatics education at schools of Lithuania with focus on future modern Informatics and Information Technology curriculum for K-12 education. The importance of informal education of Informatics concepts and computational thinking through contests is discussed as well. Few examples of short tasks for understanding Informatics concepts and developing computational thinking skills are presented.

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“…The term computational thinking (CT) was coined by Papert (Papert, 1980) but gained increased attention beginning in the 2000s after Wing published her seminal article posi-tioning CT as a "universally applicable attitude and skill set everyone, not just computer scientists, would be eager to learn and use" (Wing, 2006). Since then, many countries have introduced in their school curricula CT or other computer science topics, including programming (McCartney and Tenenberg, Eds., 2014, Barendsen and Steenvoorden, 2016, Sentance et al, 2013, Tort and Drot-Delange, 2013, Heintz et al, 2016.…”

Section: Introductionmentioning

confidence: 99%

Exploring Bebras tasks content and performance: a multinational study

2017

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Although there is no universal agreement that students should learn programming, many countries have reached a consensus on the need to expose K-12 students to Computational Thinking (CT). When, what and how to teach CT in schools are open questions and we attempt to address them by examining how well students around the world solved problems in recent Bebras challenges. We collected and analyzed performance data on Bebras tasks from 115,400 students in grades 3-12 in seven countries. Our study provides further insight into a range of questions addressed in smaller-scale inquiries, in particular about the possible impact of schools systems and gender on students' success rate.In addition to analyzing performance data of a large population, we have classified the considered tasks in terms of CT categories, which should account for the learning implications of the challenge. Algorithms and data representation dominate the challenge, accounting for 75-90% of the tasks, while other categories such as abstraction, parallelization and problem decomposition are sometimes represented by one or two questions at various age groups. This classification can be a starting point for using online Bebras tasks to support the effective learning of CT concepts in the classroom.

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Informatics in the French Secondary Curricula: Recent Moves and Perspectives

Cited by 9 publications

References 9 publications

Computer Science Education in French Secondary Schools

Computer Science Education in French Secondary Schools

Informatics Concepts and Computational Thinking in K-12 Education: A Lithuanian Perspective

Exploring Bebras tasks content and performance: a multinational study

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