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Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools ¨ ¨ PETER HUBWIESER, Technische Universitat Munchen, Germany MICHAL ARMONI, Weizmann Institute of Science, Israel MICHAIL N. GIANNAKOS, Norwegian University of Science and Technology, Norway ¨ ROLAND T. MITTERMEIR, Alpen-Adria-Universitat Klagenfurt, Austria In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a publication platform for soundly based in-depth experiences that have been made around the world with concepts, approaches, or initiatives that aim at supporting this shift. For this purpose, the article format was kept as large as possible, enabling the authors to explain many facets of their concepts and experiences in detail. Regarding the structure of the articles, we had encouraged the authors to lean on the Darmstadt Model, a category system that was developed to support the development, improvement, and investigation of K-12 CSE across regional or national boundaries. This model could serve as a unifying http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png ACM Transactions on Computing Education (TOCE) Association for Computing Machinery

Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools

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References (20)

Publisher
Association for Computing Machinery
Copyright
Copyright © 2014 by ACM Inc.
ISSN
1946-6226
DOI
10.1145/2602482
Publisher site
See Article on Publisher Site

Abstract

Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools ¨ ¨ PETER HUBWIESER, Technische Universitat Munchen, Germany MICHAL ARMONI, Weizmann Institute of Science, Israel MICHAIL N. GIANNAKOS, Norwegian University of Science and Technology, Norway ¨ ROLAND T. MITTERMEIR, Alpen-Adria-Universitat Klagenfurt, Austria In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a publication platform for soundly based in-depth experiences that have been made around the world with concepts, approaches, or initiatives that aim at supporting this shift. For this purpose, the article format was kept as large as possible, enabling the authors to explain many facets of their concepts and experiences in detail. Regarding the structure of the articles, we had encouraged the authors to lean on the Darmstadt Model, a category system that was developed to support the development, improvement, and investigation of K-12 CSE across regional or national boundaries. This model could serve as a unifying

Journal

ACM Transactions on Computing Education (TOCE) – Association for Computing Machinery

Published: Jun 1, 2014

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