Programming in School: Look Back to Move Forward
2014 (English)In: ACM Transactions on Computing Education, ISSN 1946-6226, Vol. 14, no 2, 12:1-12:25 p.Article in journal (Refereed) Published
In this article, the development of the Swedish informatics curriculum during the 1970s, 1980s and 1990sis studied and described. The study’s design is inspired by the curriculum theory presented by Lindensj¨oand Lundgren , who suggest using the concept of arenas (the arenas of enactment, transformationand realisation) when discussing curriculum development. Data collection in this study comprises activitiesand actors in the arenas of enactment and transformation. Collected data include contemporary articles,journals, reports, booklets, government documents and archived documents. Findings show that informaticseducation in Sweden evolved from primarily focusing on programming knowledge related to automatic dataprocessing and offered exclusively in vocational education (the 1960s and 1970s) to later (early 1980s) beingintroduced in the upper secondary school curriculum under the heading Datakunskap. The enactment of theinformatics curriculum in 1983 encompassed programming, system development and computing in relationto applied sciences and civics. Mathematics teachers did much of the experimental work. It is shown that thecompetencies of upper secondary school teachers at the time rarely corresponded to the demands of the subject(content knowledge, resources and pedagogical skills). Stereotypical examples were therefore developedto support teachers in instructing about the subject content. When implemented in the theoretical naturalscience-programme, system development/systemisation was transformed into a twofold issue, comprisingvocational attributes and societal aspects of computer programming. The implementation of today’s informaticseducation, including programming in the curriculum, should draw from lessons learned from history.For a successful outcome, this study emphasises the necessity to understand 1) the common incentives forintroducing computer programming in the curriculum, 2) the requirement for teachers’ pedagogical contentknowledge and 3) the stakeholders’ role in the curriculum development process.
Place, publisher, year, edition, pages
Association for Computing Machinery (ACM), 2014. Vol. 14, no 2, 12:1-12:25 p.
Computer programming, automatic data processing (ADP), upper secondary school, teacher, curriculum development, informatics education, National Board of Education, Ministry of Education
Research subject Education and Communication in the Technological Sciences
IdentifiersURN: urn:nbn:se:kth:diva-160717DOI: 10.1145/2602487ScopusID: 2-s2.0-84905856931OAI: oai:DiVA.org:kth-160717DiVA: diva2:791102
QC 201502272015-02-262015-02-262015-02-27Bibliographically approved