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Analysis of K–12 Computer Science Curricula From the Perspective of a Competency-Based Approach
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, Graduate School of Information Sciences, Tohoku University, Japan ; , Graduate School of Teacher Education, Tokyo Gakugei University, Japan ; , Graduate School of Information Sciences, Tohoku University, Japan

Society for Information Technology & Teacher Education International Conference, in San Diego, CA, United States ISBN 978-1-939797-61-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

This study aimed to gain insights for designing K–12 computer science curricula from the perspective of a competency-based approach to develop competencies, such as computational thinking, through examining the K–12 curricula in countries that have introduced competency-based education reform to show the trends in the combination of concepts and practices in computer science curricula. The results suggested that computational thinking is developed through learning activities that combine concepts such as algorithms and program development. Furthermore, designing practices that combine concepts from existing subjects with those from computer science was suggested to develop computational thinking as a cross-curricular approach.

Citation

Oda, M., Noborimoto, Y. & Horita, T. (2022). Analysis of K–12 Computer Science Curricula From the Perspective of a Competency-Based Approach. In E. Langran (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 75-79). San Diego, CA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved May 20, 2022 from .

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