@conference{
author = "Кадијевић, Ђорђе М.",
year = "2016",
abstract = "Computer science (CS) is usually defined as “the study of computers
and algorithmic processes, including their principles, their hardware
and software designs, their applications, and their impact on society”
(CSTA K-12 Computer Science Standards Revisited 2011, p. 1).
Digital literacy is, on the other hand, the ability to use computers effectively
and ethically. Computer science (informatics in some countries such
as France or computing in others such as UK or USA) is a subject derived
from a rigorous academic discipline, whereas digital literacy is simply a set
of skills. Several reports indicate that computer science education in high
schools is usually reduced to promoting digital literacy (see, for example,
the reports titled “Shut down or restart: the way forward for computing in
UK schools” and “Teaching computer science in France. Tomorrow can’t
wait”).
When we consider Europe as a whole, the situation is quite discouraging.
According to the report titled “Informatics education: Europe cannot
afford to miss the boat”, there is “good progress in including digital literacy
in the curriculum”, but proper informatics education “is sorely lacking in
most European countries” (p. 3). For the jobs of the 21st century “students
must not only be digitally literate, but also understand key concepts of informatics”
(p. 12). Otherwise, Europe “will turn into a mere consumer of
information technology and miss its goal of being a major player [in that
field]” (p. 3).
In Serbia, topics from computer science are covered in the subject
called Računarstvo i informatika. Its upper-secondary curriculum for gymnasia
treats computer science as an independent scientific discipline to
some extent. Although core CS concepts and main CS problem solving techniques
are covered by this curriculum, these are not clearly delineated and
exemplified in the accompanying guidelines on curriculum implementation.
For example, the goal “Improve students’ ability to solve problems by
developing their logical and critical thinking” is too vague. As CS is based
upon computational thinking, its techniques (e.g., algorithmic thinking, structuring data, using abstractions) need to be continuously clarified, exemplified,
and practiced.
According to the French report mentioned above, CS teachers’ preparation
should (1) link theory and experimentation, (2) link CS to the real
world and other disciplines (school subjects), and (3) focus on fundamental
CS issues rather than on CS tools that develop fast. Regarding fundamental
CS issues i.e. core CS concepts (e.g., algorithm, data, model) and computational
thinking techniques, a challenge is which of them are the most
important (for the context given or in general) and thus are must for CS
teaching.
One challenge concerns dealing with forms of knowledge required for
successful CS teaching and their improvement. These forms are obviously
related to content (C), technology (T), and pedagogy (P), and being able to
use technology to teach content (e.g., loop structure) in a pedagogically
sound way. This consideration brings us to the framework called technological
pedagogical content knowledge (TPCK in short), whose features may be
(school) subject dependent. Another challenge is how to develop CS teachers’
TPCK. Because qualified CS teachers usually have a solid knowledge of
technology, the main focus in TPCK development may be on knowledge of
pedagogy (PK) and the knowledge forms it interacts with (P↔ CK, T ↔ PK,
and P ↔ TCK). It was found that PK (more precisely the quality of teachingmethods) is crucial for the use of technology in Serbia in higher-secondary education in general and CS education in particular., Рачунарска наука обично се дефинише као наука
која „проучава рачунаре и алгоритамске процесе, укључујући њихове
принципе, њихове хардверске и софтверске дизајне, њихове примене, и
њихов утицај на друштво“. За разлику од школског предмета рачунар-
ство и информатика који се заснива на једној озбиљној научној дисци-
плини, дигитална писменост означава само скуп вештина. Неколико
иностраних извештаја истичу да се рачунарско образовање у средњим
школама у Европи често своди на промоцију дигиталне писмености. То
свођење (али углавном у мањој мери) може се уочити у настави рачунарства и информатике у гимназијама у Србији. Према водећим ауторитетима у настави рачунарства, основни појмови рачунарства (нпр.
алгоритам, подаци, модел) и начини рачунарског мишљења (нпр. алгоритамскo мишљење, структурирање података, коришћење апстракција)
би требало да представљају стожер школског рачунарског курикулума.
Стога је посебан изазов открити који су од њих најважнији (генерално
или у конкретном контексту) и тиме обавезујући за наставнике рачу-
нарства. Други важан извор изазова бави се формама знања које су по-
требне за успешну наставу рачунарства и њено даље унапређивање, што
може резултирати разрадом теоријског оквира под називом технолошко-педагошко-предметно знање (енгл. technological pedagogical content
knowledge; акроним TPCK). При томе је посебан изазов како код настав-
ника рачунарства развијати TPCK, фокусирајући се, рецимо, на педагошко знање и његову интеракцију са другим формама знања.",
publisher = "Београд : Српска академија наука и уметности",
journal = "Прилози унапређивању образовања наставника",
title = "Изазови припреме наставника рачунарства: глобална перспектива, Challenges of computer science teachers’ preparation: a global perspective",
pages = "123-136",
url = "https://hdl.handle.net/21.15107/rcub_dais_9613"
}
