• Core Competencies of K-12 Comp...

Treffer: Core Competencies of K-12 Computer Science Education from the Perspectives of College Faculties and K-12 Teachers

Title:
Core Competencies of K-12 Computer Science Education from the Perspectives of College Faculties and K-12 Teachers
Language:
English
Authors:
Meina Zhu, Cheng Wang
Source:
International Journal of Computer Science Education in Schools. 2023 6(2).
Availability:
International Journal of Computer Science Education in Schools. 83 Dollis Road, London N3 1RD, UK. 2-mail: info@ijcses.org; Web site: http://www.ijcses.org
Peer Reviewed:
Y
Page Count:
14
Publication Date:
2023
Document Type:
Fachzeitschrift Journal Articles<br />Reports - Research<br />Tests/Questionnaires
Education Level:
Higher Education
Postsecondary Education
Elementary Education
Secondary Education
Elementary Secondary Education
Junior High Schools
Middle Schools
High Schools
Descriptors:
College Faculty, Elementary Secondary Education, Teacher Attitudes, Universities, Computer Science Education, Competence, Programming Languages, College Readiness, Middle School Teachers, High School Teachers, Higher Education
Geographic Terms:
Michigan
ISSN:
2513-8359
Entry Date:
2024
Accession Number:
EJ1408990
Database:
ERIC

Weitere Informationen

Given the increasing needs of employees with computational skills, understanding the core competencies of K-12 computer science (CS) education is vital. This phenomenological research aims to identify critical factors of CS education in K-12 schools from the perspectives and visions of CS faculties in higher education and teachers in K-12 schools. This study adopted a phenomenological research design. The researchers conducted a semi-structured interview with 13 CS faculties and K-12 CS teachers in Michigan and analyzed the data using thematic analysis. The findings indicated that: (1) the core competencies for K-12 CS education include problem-solving through computational thinking, math background, and foundational programming skills, and (2) what is essential is not the programming languages taught in K-12 schools but computational thinking, which enables the learners to easily transfer from one language environment to another. The findings provide important implications for K-12 CS education regarding the core competencies and programming languages to be taught.

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