• Corpus ID: 26184328

A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge

  title={A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge},
  author={Charoula Angeli and Joke M. Voogt and Andrew Edward Fluck and Mary E. Webb and Margaret J. Cox and Joyce Malyn-Smith and Jason Zagami},
  journal={J. Educ. Technol. Soc.},
Adding computer science as a separate school subject to the core K-6 curriculum is a complex issue with educational challenges. The authors herein address two of these challenges: (1) the design of the curriculum based on a generic computational thinking framework, and (2) the knowledge teachers need to teach the curriculum. The first issue is discussed within a perspective of designing an authentic computational thinking curriculum with a focus on real-world problems. The second issue is… 

Figures and Tables from this paper

Holistic STEAM Education Through Computational Thinking: A Perspective on Training Future Teachers

This paper introduces a new approach to designing teacher education that provides better articulation between Engineering and Science oriented subjects and Arts, providing supporting methods to develop the professional skills of student-teachers.

Exploring Teachers’ PCK for Computational Thinking in Context

The results indicate that compared to standard instructional activities, students can go deeper and understand the subject content better in CT integrated lessons, also students can use the power of digital technologies to solve subject-related problems.

Fostering Future Teachers' Competence in Computational Thinking in an Educational Technology Course

Computational thinking is considered a necessary skill in the 21st century. However, few teacher-education programs offer training for pre-service teachers to learn how to integrate computational

Learning Culture and Computational Thinking in a Spanish Course: A Development Model

Computer science and computational thinking (CT) education in K-12 schools have been escalating in recent years. A couple of CT instructional models have been proposed to depict the roles of CT in

PRADA: A Practical Model for Integrating Computational Thinking in K-12 Education

Initial findings indicate that the PRADA model supported core content teachers in successfully infusing CT into their existing curricula and increased their self-efficacy in CT integration.

Primary School Teachers' Conceptions of Computational Thinking

A statewide survey of primary teachers in Maryland demonstrated that teachers hold diverse views of the concept of CT and use a varied set of instructional resources in their classrooms, which helps advance the understanding of the current state of CT in primary classrooms.

Analysis of Computational Thinking in Children’s Literature for K-6 Students: Literature as a Non-Programming Unplugged Resource

As schools and districts across the United States adopt computer science standards and curriculum for K-12 computer science education, they look to integrate the foundational concepts of



How can the teaching of programming be used to enhance computational thinking skills?

The taxonomy, model, and the other results of this study may be used by educators to focus learning onto the computational thinking skills acquired by the learners, while using programming as a tool.

Teaching programming in secondary school: A pedagogical content knowledge perspective

The goal of this literature study is to give some preliminary answers to the questions that aim to uncover the Pedagogical Content Knowledge (PCK) of Informatics Education, with focus on Programming.

Teaching programming for secondary school : a pedagogical content knowledge based approach

The general research aim of this thesis is to understand what the PCK of CS for secondary school is, with a special focus on the subject "programming", being programming one of the core subjects of

Towards a conceptualization of pedagogical content knowledge for computer science

A conceptualization of PCK for computer science (CS) that is based on literature on the one hand and empirically validated on the other is worked on, and a category system from a set of publications from general pedagogy as well as from educational research in other subjects is developed.

Teacher design knowledge for technology enhanced learning: an ecological framework for investigating assets and needs

This contribution synthesizes research on design from classical design fields, instructional design, and teachers’ designing in an ecological framework that can be used by researchers to study teacher design knowledge and work across projects.

Arguing for Computer Science in the School Curriculum

It is argued computer science is rapidly becoming critical for generating new knowledge, and should be taught as a distinct subject or content area, especially in secondary schools, and also a beneficence matrix to assist curriculum designers is explored.

The CS principles project

Support for the project from the computer science education community has led the College Board to commit to making the CS Principles course a new Advanced Placement offering in the future.

Guide to Teaching Computer Science: An Activity-Based Approach

This guide presents both a conceptual framework and detailed implementation guidelines for general computer science (CS) teaching, and describes frameworks by which prospective CS teachers gain their first teaching experience.

Beyond curriculum: the exploring computer science program

An overview of Exploring Computer Science (ECS), a curriculum and program developed to broaden participation in computing for high school students in the Los Angeles Unified School District, and several lessons that are learned that inform the CS 10K campaign are described.