A Review of Models for Introducing Computational Thinking, Computer Science and Computing in K-12 Education

Transkript

1 A Review of Models for Introducing Computational Thinking, Computer Science and Computing in K-12 Education Fredrik Heintz, Linda Mannila, Tommy Färnqvist Department of Computer Science Linköping University,

2 2 Introduction The interest for computational thinking, computing, and computer science in K-12 education has never been higher. This has lead to many countries introducing it in some form in both primary and secondary education. We have studied how 10 different countries have or are about to introduce computing in some form in their primary and secondary education. The countries are: Australia, England, Estonia, Finland, New Zealand, Norway, Sweden, South Korea, Poland and USA. The countries are selected to cover all continents and the study is mainly based on official documents. The study is part of an ongoing research project in Sweden on introducing computational thinking in the Swedish K-12 education.

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4 4 Australia A new National Curriculum has been introduced in In the curriculum there is a learning area called Digital Technologies (DT) which is part of the general area of Technologies. Within Digital Technologies the pupils are to develop computational thinking skills and learn about data, digital systems and how to implement solutions with programming. The learning objectives are organized in bands from K to 10. K-2: computational thinking, digital literacy, the use and purpose of technology, and the importance of precise instructions. 3-6: develop a wider understanding of the impact of technology, and be able to work on and communicate about more complex and elaborate problems. 7-10: broader ethical and societal considerations, develop an understanding of complex and abstract processes, and use programming languages to solve problems and create digital solutions. Australian primary school teachers are typically generalist teachers, with 6% (n=7,500) currently teaching computer science. Support for professional development includes a MOOC and a systematic review of resources.

5 5 Finland New curriculum for 1-12 starting More focus on digital competencies as an interdisciplinary traits throughout all grades. Programming as an integrated element in 1-9, but nothing in Grade 1-2: experience working with digital media, learning programming through stepwise instructions (math). Grade 3-6: realize ideas through ICT, visual programming (math), apply programming in crafts. Grade 7-9: create digital artefacts, apply programming in math, and programming to construct things in crafts. Generalist teachers in grade 1-6 and then specialist teachers. Several state funded programs for teacher training including distance courses.

6 6 New Zealand Computer science has been a subject of its own in high school since It contains both programming and a broad range of computer science topics, including algorithms, human-computer interaction, artificial intelligence and computer graphics. The progression in programming starts with introductory work in year 10, through the equivalent of an introductory university course in year 12. Programming and computer science is formally part of the National Certificate in Educational Achievement (NCEA). The new curriculum was introduced very quickly with significant challenges to prepare the teachers. Resources that have been developed include a post-graduate distance course was developed to allow teachers to obtain a formal qualification in teaching computer science. CS Unplugged CS Field Guide

7 7 South Korea Computer education nearly mandatory since 2000, with more than 34 hours of instruction in each grade. In middle and high school curricula the subject was designated as elective. In 2007, computer was changed into informatics in the national curriculum, and the main focus has been on computer science principles and concepts. However, enrollment in informatics education drop dramatically, from 80% to 23% (middle school) and from 47% to 8% (high school), between 2004 and To remedy this a new national curriculum will be in place 2018 with compulsory informatics for middle school and elective in high school. The education system is heavily based on text books, so new textbooks are developed together with the curriculum.

8 A Framework for K-12 Computer Science Education (USA)

9 Vision The ACM, CSTA, NMSI, CIC, and Code.org are creating a high-level framework of computer science concepts and practices that will empower students to be informed citizens who can critically engage in public discussion on CS-related topics develop as learners, users, and creators of CS knowledge and artifacts better understand the role of computing in the world around them learn, perform, and express themselves in other subjects and interests

10 Framework Principles 1. Less is more 2. Don t reinvent the wheel 3. Research-backed and Research-forward 4. Align to national structure and process norms 5. A step towards something more 6. Broaden participation

11 Envisioning the framework: Powerful ideas, simply explained. 11 Concepts (what students should know) Practices (what students should do) Framework By the end of 2nd grade... 5th grade... Impacts of Computing Powerful idea statements Algorithms and Programmin g Core Concept Concept statement. Overview Goals (by the end of 12th grade) Progression from K - 12 Developing and Using Abstractions Creating Computational Artifacts Core Practice... Guidance How do you use the concepts and practices to create standards? How is CS implemented in schools and districts? What models work? How do you prepare teachers to teach a K-12 CS pathway? etc...

12 What is a concept? practice? Concept (know) A big idea or theme that can be used as a heading for key concepts in computer science. These concepts are not discrete and will overlap with one another. They are listed separately in order to organize the K-12 body of knowledge. Practice (do) Captures important behaviors that computer scientists engage in Required to fully explore and understand the concepts Helps students coordinate and make sense of knowledge to accomplish a goal or task Enables students to engage with the course content by developing artifacts Rest on important processes and proficiencies with importance in CS.

13 Rubric for concepts and practices Broad importance across CS Are these important for all students? Can students engage in this concept with one or more of the practices? Can students engage in this practice with one or more of the concept areas? Relevant to teachers and students - How accessible and relevant are the concepts/practices? Connects with other disciplines practices: similarities and complementation in Math and Science. Low threshold, high ceiling Can students engage with these K-12 with increasing sophistication? Can it be broken down into more specific concept/practice statements? A useful tool - intellectually constructive Future flexible - relevant now and (hopefully) later

14 Concepts and Practices (draft) Concepts: 1. Devices 2. Networks and Communication 3. Data and Analysis 4. Algorithms and Programming 5. Impacts of Computing Practices: 1. Recognizing and representing computational problems 2. Developing and using abstractions 3. Creating computational artifacts 4. Testing and iteratively refining 5. Fostering an inclusive computing culture 6. Communicating about computing 7. Collaborating around computing 16

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17 17 Sweden The National Agency for Education has proposed a new curriculum which explicitly introduces programming and strengthen the digital competencies. Programming is introduced in mathematics and technology. Math 1-3: symbols and stepwise instructions Math 4-6: creating and using algorithms, visual programming Math 7-9: developing, testing and improving algorithms Technology 1-3: what computers are and what they are used for, controlling things through programming Technology 4-6: functional components of a computer, controlling devices through programming Technology 7-9: how mechanical and digital technology work together, controlling physical devices Social studies takes up the individual and societal aspects. Currently no organized pre-service or in-service teacher training.

18 Skolverkets förslag till ny läroplan

19 19 Läroplansförslag, exempel del 1 Skolan ska stimulera elevernas kreativitet, nyfikenhet och självförtroende samt deras vilja att pröva och omsätta idéer i handling och lösa problem. Eleverna ska få möjlighet att ta initiativ och ansvar samt utveckla sin förmåga att arbeta såväl självständigt som tillsammans med andra. Skolan ska bidra till att eleverna utvecklar förståelse för hur digitaliseringen påverkar individen och samhällets utveckling. Eleverna ska ges möjlighet att utveckla sin förmåga att använda digital teknik. De ska ges möjlighet att utveckla ett kritiskt och ansvarsfullt förhållningssätt till digital teknik, för att kunna se möjligheter och förstå risker samt kunna värdera information. Utbildningen ska därigenom ge eleverna förutsättningar att utveckla digital kompetens och ett förhållningssätt som främjar entreprenörskap.

20 20 Läroplansförslag, matematik Ur centralt innehåll årskurs 1-3: Hur entydiga stegvisa instruktioner kan konstrueras, beskrivas och följas som grund för programmering. Symbolers användning vid stegvisa instruktioner. Ur centralt innehåll årskurs 4-6: Hur algoritmer kan skapas och användas vid programmering. Programmering i visuella programmeringsmiljöer. Ur centralt innehåll årskurs 7-9: Hur algoritmer kan skapas och användas vid programmering. Programmering i olika programmeringsmiljöer. Hur algoritmer kan skapas, testas och förbättras vid programmering för matematisk problemlösning.

21 21 Läroplansförslag, teknik Ur centralt innehåll årskurs 1-3: Vad datorer används till och några av datorns grundläggande delar för inmatning, utmatning och lagring av information, till exempel tangenter, skärm och hårddisk. Några vanliga föremål som styrs av datorer. Att styra föremål med programmering. Ur centralt innehåll årskurs 4-6: Några av datorns delar och deras funktioner, till exempel processor och arbetsminne. Hur datorer styrs av program och kan kopplas samman i nätverk. Att styra egna konstruktioner eller andra föremål med programmering. Ur centralt innehåll årskurs 7-9: Tekniska lösningar för styrning och reglering av system. Hur mekanisk och digital teknik samverkar, till exempel i värme- och ventilationssystem. Egna konstruktioner där man tillämpar styrning och reglering, bland annat med hjälp av programmering.

22 Summary 22

23 23 Conclusions The interest for computational thinking, computing, and computer science in K-12 education has never been higher and many countries are introducing it in some form. Due to highly varying educational systems, it is hard to compare and relate different approaches. In our study of 10 countries programming was the most common subject to introduce and most introduced it as a separate compulsory subject in primary school. Computational thinking usually influences the proposals, but the term itself is hardly ever used in official documents. A common challenge in all countries is the education of teachers.

24 A Review of Models for Introducing Computational Thinking, Computer Science and Computing in K-12 Education Fredrik Heintz, Linda Mannila, Tommy Färnqvist Department of Computer Science Linköping University,