Computing our future: Computer programming and coding Priorities, school curricula and initiatives across Europe
Αποσπάσματα από την έρευνα σχετικά με την υπολογιστική σκέψη που υλοποίησε το European Schoolnet.
Το πλήρες κείμενο είναι διαθέσιμο εδώ: http://www.eun.org/documents/411753/817341/Computing+our+future_final_2015.pdf/d3780a64-1081-4488-8549-6033200e3c03
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This is a report on a large amount of complex data which has to be set
against extremely varied national and regional education contexts. There
are nevertheless some “big picture” conclusions to be drawn.
Coding continues to play a prominent role in the education agenda. The
rationale for integrating coding in school curricula is twofold: to equip all
students with skills that are increasingly perceived as important in today’s
digital society, such as problem-solving and logical thinking skills, and, but
to a slightly lesser extent, to respond to the lack of IT-skilled labour force
in Europe.
Computer programming is the process of developing and implementing various sets of instructions to enable a computer to
perform a certain task, solve problems, and provide human interactivity. These instructions (source codes which are written in a
programming language) are considered computer programs and
help the computer to operate smoothly.
In this report the terms computer programming and coding are
used interchangeably, and are in general referred to as coding.
They refer to activities that enable children not only to know how
to use specific programmes but to learn how to programme computers, tablets, or other electronic devices.
Computational thinking is typically associated with coding and
computer programming, but is more than that, involving “solving
problems, designing systems, and understanding human behaviour”, according to the Carnegie Mellon University.
Rationale for integrating coding in the curriculum
Countries generally have multiple reasons for integrating coding in the curriculum. The majority of countries aim to develop students’ logical thinking skills (15 countries) and problem-solving skills (14 countries), thus addressing 21st century skills. More than half of the countries, namely 11, focus on the development of key competences and coding skills. Attracting more students to study computer sciences is also a rationale for 11 countries. In particular, Slovakia is introducing the optional subject “programming and coding” in schools because of students’ interest in studying computer programming at university level. The aim of fostering employability in the sector is key for only eight countries.
The following picture illustrates the distinction between ICT and technology on the one hand, with a focus on the USE of ICT and its applications, and computer science, on the other hand, with a focus on the CREATION of programs and computer solutions, and acquiring understanding about underlying theories and principles
Decomposing ICTs, Computer Science/Informatics/Computing
What is Computational thinking:
Countries generally have multiple reasons for integrating coding in the curriculum. The majority of countries aim to develop students’ logical thinking skills (15 countries) and problem-solving skills (14 countries), thus addressing 21st century skills. More than half of the countries, namely 11, focus on the development of key competences and coding skills. Attracting more students to study computer sciences is also a rationale for 11 countries. In particular, Slovakia is introducing the optional subject “programming and coding” in schools because of students’ interest in studying computer programming at university level. The aim of fostering employability in the sector is key for only eight countries.
The following picture illustrates the distinction between ICT and technology on the one hand, with a focus on the USE of ICT and its applications, and computer science, on the other hand, with a focus on the CREATION of programs and computer solutions, and acquiring understanding about underlying theories and principles
Decomposing ICTs, Computer Science/Informatics/Computing
What is Computational thinking:
- is a form of thinking that uses computational methods to solve problems, including complex or vaguely specified problems
- develops the ability to analyse and synthesize, to generalize, to seek suitable problem-solving strategies and to verify them in practice
- enhances the ability to express one’s thoughts and processes precisely and to record them in formal descriptions that serve as a universal means of communication
- uses basic universal terms that extend beyond contemporary technology: algorithm, structures, representation of information, effectiveness, modelling, information systems, principles of operation of digital technology
The main concepts and approaches of computational thinking, underlining
that this competence includes a wider set of mental tools, is also illustrated
in the following diagram (www.barefootcas.org.uk*
)
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| The Computational Thinker |
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