Designing Informatics Curriculum for K-12 Education: From Concepts to Implementations
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| Title: | Designing Informatics Curriculum for K-12 Education: From Concepts to Implementations |
|---|---|
| Language: | English |
| Authors: | Dagiene, Valentina, Hromkovic, Juraj, Lacher, Regula |
| Source: | Informatics in Education. 2021 20(3):333-360. |
| Availability: | Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Information Science Education, Curriculum Development, Elementary Secondary Education, Constructivism (Learning), Critical Thinking |
| ISSN: | 1648-5831 |
| Abstract: | Computing as a discipline has common roots with mathematics and written languages, and computing as a way of thinking and handling has been integral to human culture since ever. This is not only a reasonable argument for convincing society to consider informatics as one of the very fundamental pillars of education, but it also puts the potential contributions of teaching informatics in schools into the correct perspective in the context of science and humanities. Many European countries are switching from teaching information technologies to informatics education during the current second decade of this century. Informatics curriculum is becoming a central part of school education. We explain and design a way of developing informatics curriculum that offer the critical competences new generations need to survive and thrive in todays' knowledge society and will allow them to contribute to the future development of society. These competences also strongly support the development of their intellectual potential and creativity. Our design of informatics curriculum takes into account the interaction with other scientific disciplines as well with the subject didactics, pedagogy and psychology. The starting point is merging constructionism and critical thinking. Constructionism with its "learning by doing" and "learning by getting things to work" enables designing a teaching process in which students acquire knowledge by creating products, analysing the properties and the functionality of their own products, and finally derive motivation to improve these products. Critical thinking asks us not to teach products of science and technology and their application, but to teach the creative process of their development. To implement this approach, we use the historical method allowing the students to learn by productive failures in the process of searching for a solution. To organize the process of learning and make the different steps available to the appropriate age groups we take into account the cognitive dimensions of the revised taxonomy of Bloom. To illustrate how the combination of all these concepts works we present a detailed curriculum for algorithm design, programming, robotics, and communication in networks. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1320406 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Designing Informatics Curriculum for K-12 Education: From Concepts to Implementations – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dagiene%2C+Valentina%22">Dagiene, Valentina</searchLink><br /><searchLink fieldCode="AR" term="%22Hromkovic%2C+Juraj%22">Hromkovic, Juraj</searchLink><br /><searchLink fieldCode="AR" term="%22Lacher%2C+Regula%22">Lacher, Regula</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Informatics+in+Education%22"><i>Informatics in Education</i></searchLink>. 2021 20(3):333-360. – Name: Avail Label: Availability Group: Avail Data: Vilnius University Institute of Mathematics and Informatics, Lithuanian Academy of Sciences. Akademjos str. 4, Vilnius LT 08663 Lithuania. Tel: +37-5-21-09300; Fax: +37-5-27-29209; e-mail: info@mii.vu.lt; Web site: https://infedu.vu.lt/journal/INFEDU – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 28 – Name: DatePubCY Label: Publication Date Group: Date Data: 2021 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Information+Science+Education%22">Information Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Constructivism+%28Learning%29%22">Constructivism (Learning)</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1648-5831 – Name: Abstract Label: Abstract Group: Ab Data: Computing as a discipline has common roots with mathematics and written languages, and computing as a way of thinking and handling has been integral to human culture since ever. This is not only a reasonable argument for convincing society to consider informatics as one of the very fundamental pillars of education, but it also puts the potential contributions of teaching informatics in schools into the correct perspective in the context of science and humanities. Many European countries are switching from teaching information technologies to informatics education during the current second decade of this century. Informatics curriculum is becoming a central part of school education. We explain and design a way of developing informatics curriculum that offer the critical competences new generations need to survive and thrive in todays' knowledge society and will allow them to contribute to the future development of society. These competences also strongly support the development of their intellectual potential and creativity. Our design of informatics curriculum takes into account the interaction with other scientific disciplines as well with the subject didactics, pedagogy and psychology. The starting point is merging constructionism and critical thinking. Constructionism with its "learning by doing" and "learning by getting things to work" enables designing a teaching process in which students acquire knowledge by creating products, analysing the properties and the functionality of their own products, and finally derive motivation to improve these products. Critical thinking asks us not to teach products of science and technology and their application, but to teach the creative process of their development. To implement this approach, we use the historical method allowing the students to learn by productive failures in the process of searching for a solution. To organize the process of learning and make the different steps available to the appropriate age groups we take into account the cognitive dimensions of the revised taxonomy of Bloom. To illustrate how the combination of all these concepts works we present a detailed curriculum for algorithm design, programming, robotics, and communication in networks. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1320406 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 333 Subjects: – SubjectFull: Information Science Education Type: general – SubjectFull: Curriculum Development Type: general – SubjectFull: Elementary Secondary Education Type: general – SubjectFull: Constructivism (Learning) Type: general – SubjectFull: Critical Thinking Type: general Titles: – TitleFull: Designing Informatics Curriculum for K-12 Education: From Concepts to Implementations Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dagiene, Valentina – PersonEntity: Name: NameFull: Hromkovic, Juraj – PersonEntity: Name: NameFull: Lacher, Regula IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2021 Identifiers: – Type: issn-print Value: 1648-5831 Numbering: – Type: volume Value: 20 – Type: issue Value: 3 Titles: – TitleFull: Informatics in Education Type: main |
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