Programming for All: Understanding the Nature of Programs

Brodnik, Andrej; Csizmadia, Andrew; Futschek, Gerald; Kralj, Lidija; Lonati, Violetta; Micheuz, Peter; Monga, Mattia

doi:10.48550/arxiv.2111.04887

Cited by 2 publications

(4 citation statements)

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“…Moreover it should be part of any effort aimed at bringing digital competences to the general public. An attempt in this direction has been carried out by the WG proponents in the occasion of the revision of DigComp 2.1 framework [3]; the outcome of this work is a preliminary list of knowledge statements and examples about the nature of programs 1 , as reported in [2].…”

Section: Background and Related Workmentioning

confidence: 99%

“…Programs, programming, and computational thinking. The centrality of programming in CS is reflected in most computing education initiatives 2 , which indeed often include some type of programming activity, mainly under the term 'coding'. One can even argue that, for many teachers, computer science is just a synonym for coding [16].…”

Section: Background and Related Workmentioning

confidence: 99%

“…See Section "3.4 Programming" in https://ec.europa.eu/eusurvey/files/b3537dde-9921-4045-8b29-209610af7990/3e97420f-b810-42cf-9ef3-6d2e8e62e16a 2. See for instance ALL (https://www.csforall.org/) and Informatics for All Coalition (https://www.informaticsforall.org).…”

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confidence: 99%

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Characterizing the Nature of Programs for educational purposes

Lonati

Brodnik

Bell

et al. 2022

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2

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Programming plays a paramount role in many educational policies and initiatives. However, the current focus on coding skills poses a risk of giving pupils an over simplistic and impoverished idea of what programming means and involves. Their experiences would be much more significant if learning were aimed at understanding the richness of the nature of programs.In fact, programs are strange creatures that escape simple definitions. They are real, in that they affect our real lives; they are abstract, in that they process abstract entities; and they are concrete, in that they take up space in digital devices memory, and can be copied, transferred, corrupted. Thus, understanding the multifaceted nature of programs is crucial knowledge for all citizens of the digital era, and a fundamental component of such an understanding is getting a sense of how programs are created and work (i.e., the programming process).To the best of our knowledge, there is no Nature of Programs framework (e.g., a set of statements that describe what the nature of programs is), that teachers and policy makers can use to shape their practice and targets. The goal of the WG is developing such a framework, by collecting and organizing contributions from CER, CS experts, and educators.

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Section: Background and Related Workmentioning

confidence: 99%

Section: Background and Related Workmentioning

confidence: 99%

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Characterizing the Nature of Programs for educational purposes

Lonati

Brodnik

Bell

et al. 2022

Proceedings of the 27th ACM Conference on on Innovation and Technology in Computer Science Education Vol. 2

Self Cite

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“…Recently there have been a number of collaborations that acknowledge the need for a multifaceted approach. The work of [19] starts out from the observation that "programs" are complex objects with different facets. 4 They are real -they affect our real lives; they are abstract -they process abstract entities; and they are concrete -they take up space in digital devices' memory, and can be copied, transferred, and corrupted.…”

Section: Definitions Of Programs Through the History And Philosophy O...mentioning

confidence: 99%

What We Talk About When We Talk About Programs

Lonati

Brodnik

Bell

et al. 2022

Proceedings of the 2022 Working Group Reports on Innovation and Technology in Computer Science Education

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Programming plays a paramount role in many educational policies and initiatives. However, the current focus on coding skills poses the risk of giving students an overly simplistic and impoverished idea of what programming means and involves. Their experiences would be much more significant if learning encompassed understanding the richness of the nature of programs.Programs permeate our lives more inextricably than might often be recognised, and all citizens of the digital era could benefit from understanding their multifaceted nature. A fundamental component of such an understanding is getting a sense of how programs are created and work (i.e., the programming process).But programs are strange creatures that escape simple definitions. To the best of our knowledge, there is no Nature of Programs framework that teachers and policy makers can use to shape their practice and targets. In this working group we developed such a framework, by collecting and organising contributions from the literature and the computer science education community. The paper presents the framework and the rationale behind its development. It is anticipated that the framework can be used to inform the design * co-leader

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Programming for All: Understanding the Nature of Programs

Cited by 2 publications

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Characterizing the Nature of Programs for educational purposes

Characterizing the Nature of Programs for educational purposes

What We Talk About When We Talk About Programs

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