Comparison between Informatics Curriculum in Korea and Computer Science Framework of CSTA in US

2016 ◽  
Vol 18 (2) ◽  
pp. 111
Author(s):  
Choe Hyun-Jong
Keyword(s):  
Computer Science ◽  
Science Framework

MAgICS

2011 ◽  
pp. 1-25 ◽  
Author(s):  
Forrest Stonedahl ◽  
Michelle Wilkerson-Jerde ◽  
Uri Wilensky
Keyword(s):  
Computer Science ◽  
Science Classroom ◽  
Multi Agent Systems ◽  
Design Strategies ◽  
Agent Systems ◽  
Preliminary Version ◽  
Multi Agent ◽  
Upper Level ◽  
Deep Integration ◽  
Science Framework

The authors present a preliminary version of the MAgICS (Multi-Agent Introduction to Computer Science) framework, which is a new approach for revitalizing introductory undergraduate or high school computer science curricula through the deep integration of agent-based modeling (ABM) and multi-agent systems (MAS) perspectives. The authors discuss the merits of using multi-agent systems as a lens for conceptual understanding across disciplines, compare multi-agent approaches to traditional serial ones, and explore how this approach can bring together disparate topics in computer science through the common focus on emergent systems to promote a broader view of the field as a whole. To exemplify this approach, they have developed a suite of curricular models for topics spanning from searching and sorting to machine learning and networks and security. By introducing these topics with a focus on parallel, distributed, and stochastic methods, they can make traditionally upper-level topics both motivating and accessible to introductory-level students. The authors review findings from a short implementation of several elements of MAgICS in an introductory computer science classroom with regard to student motivation and evidence of learning of distributed design strategies.

Automating the Assessment of Algorithms and Programming Concepts in App Inventor Projects in Middle School

2020 ◽  
pp. 76-102
Author(s):  
Nathalia da Cruz Alves ◽  
Christiane Gresse von Wangenheim ◽  
Jean C. R. Hauck ◽  
Adriano F. Borgatto
Keyword(s):  
Middle School ◽  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Reliability And Validity ◽  
Static Code Analysis ◽  
App Inventor ◽  
Block Based ◽  
Science Framework ◽  
K 12

As computer science education makes its way into schools, diverse initiatives worldwide promote computer science education in K-12, often focusing on teaching algorithms and programming with block-based programming languages such as Scratch or App Inventor. However, alternatives to assess the learning of computer science concepts on this educational stage are still scarce. This chapter presents an automated rubric for assessing algorithms and programming concepts of App Inventor projects at middle school level. The assessment is based on a rubric proposed in alignment with the K-12 Computer Science Framework with satisfactory reliability and validity. The rubric has been automated through a web-based system that allows assessing App Inventor projects through static code analysis. As a result, it can support computer science education in practice providing feedback to students and teachers.

scholarly journals International Trends in K–12 Computer Science Curricula Through Comparative Analysis: Implications for the Primary Curricula

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Michiyo Oda ◽  
Yoko Noborimoto ◽  
Tatsuya Horita
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Science Curriculum ◽  
Primary Level ◽  
International Trends ◽  
Science Curricula ◽  
Science Concepts ◽  
Science Framework ◽  
K 12

The purpose of this study was to identify international trends in K–12 computer science curricula in countries that have introduced computer science education. Content analysis method was used to analyze the country-wide curricula of 10 countries which have introduced computer science education at the primary level. The K–12 Computer Science Framework was used as a theoretical frame to analyze the curricula. The results show that most countries begin their curricula with subconcepts of algorithms, program development, and under impact of computing, along with the practice of creating computational artifacts; then, countries expand upon computer science concepts and practices as learners progressed through the higher grades. Further, countries tend to introduce computer science concepts and practices in stages; once concepts and practices are introduced, they continue across multiple grades. Three approaches to implementing computer science education into the country-wide curriculum were found: introducing computer science (a) as an independent subject, (b) within multiple subjects, and/or (c) as a part of transversal competencies or an independent computer science curriculum with a cross-curricular approach. These study findings can contribute to a worldwide effort to introduce computer science education at the primary level.

Automating the Assessment of Algorithms and Programming Concepts in App Inventor Projects in Middle School

2022 ◽  
pp. 524-549
Author(s):  
Nathalia da Cruz Alves ◽  
Christiane Gresse von Wangenheim ◽  
Jean C. R. Hauck ◽  
Adriano F. Borgatto
Keyword(s):  
Middle School ◽  
Science Education ◽  
Computer Science ◽  
Computer Science Education ◽  
Reliability And Validity ◽  
Static Code Analysis ◽  
App Inventor ◽  
Block Based ◽  
Science Framework ◽  
K 12

As computer science education makes its way into schools, diverse initiatives worldwide promote computer science education in K-12, often focusing on teaching algorithms and programming with block-based programming languages such as Scratch or App Inventor. However, alternatives to assess the learning of computer science concepts on this educational stage are still scarce. This chapter presents an automated rubric for assessing algorithms and programming concepts of App Inventor projects at middle school level. The assessment is based on a rubric proposed in alignment with the K-12 Computer Science Framework with satisfactory reliability and validity. The rubric has been automated through a web-based system that allows assessing App Inventor projects through static code analysis. As a result, it can support computer science education in practice providing feedback to students and teachers.

How Should Learning through STEM and Music Be Aligned?

2021 ◽  
pp. 16-27
Author(s):  
Shawna Longo
Keyword(s):  
Computer Science ◽  
Science Teachers ◽  
Learning Experience ◽  
Technology In Education ◽  
Science Standards ◽  
Education Standards ◽  
Mathematics Standards ◽  
Engineering Standards ◽  
Science Framework ◽  
K 12

This chapter begins by providing a few “Pool Rules” before jumping into aligning STEM and Music. The importance of quality and authenticity in the learning experience is paramount, and this part of the book seeks to help the reader achieve both. The chapter then explores multiple sides of STEM and Music to provide guidance on using and assessing high-quality educational standards currently available to the greater educational community. Each set of standards explained provides another way that educators may find direct connections between content areas. These standards include the Next Generation Science Standards, International Society for Technology in Education Standards, Computer Science Teachers Association & K–12 Computer Science Framework, Common Core Mathematics Standards for Practice, Engineering Standards, and National Core Arts Standards.

A Computer Science Fair: Inching Toward Intelligibility

1997 ◽  
Vol 42 (11) ◽  
pp. 1007-1008
Author(s):  
Rodney L. Lowman
Keyword(s):  
Computer Science ◽  
Science Fair
Sign in / Sign up

Export Citation Format

Share Document