Изазови припреме наставника рачунарства: глобална перспектива

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.