Volume/Issue :

Article type :

Original articles

Page No :

14-23

Abstract :

This article discusses the evolution of computer education curricula in primary and high schools worldwide, highlighting the significance of adapting to the rapid advancements in information technology. It addresses the varying perspectives on the content and timing of computer courses and analyzes literature on pre-university computer curricula across different countries. These differences reflect the unique societal and economic conditions of each country. Taiwan's computer education reform, initiated in 2019 with the 12-Year Curriculum Guidelines, is explained. The reform significantly emphasizes computational thinking, a recent shift in curriculum orientation incorporating problem-solving skills to address real-world issues. The discussion also notes the difficulties in promoting new computer curricula, emphasizing the need to understand these challenges to prevent potential conflicts.

Keywords :

ICT in education, computer science education, computational thinking, computer education reform

References :

Baron, G. L., Drot-Delange, B., Grandbastien, M., & Tort, F. (2014). Computer science education in French secondary schools: Historical and didactical perspectives. ACM Transactions on Computing Education, 14(2). https://doi.org/10.1145/2602486
Benaya, T., Zur, E., Dagiene, V., & Stupuriene, G. (2017). Computer science high school curriculum in Israel and Lithuania - Comparison and teachers' views. Baltic Journal of Modern Computing, 5(2), 164–182. beb
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Paper presented at the 2012 Annual Meeting of the American Educational Research Association, Vancouver, Canada.
Brown, N. C. C., Sentance, S., Crick, T., & Humphreys, S. (2014). Restart: The resurgence of computer science in UK schools. ACM Transactions on Computing Education, 14(2), 1–22. https://doi.org/10.1145/2602484
Choi, J., An, S., & Lee, Y. (2015). Computing education in Korea-Current issues and endeavors. ACM Transactions on Computing Education, 15(2), 1–22. https://doi.org/10.1145/2716311
Coudenys, B., Strohbach, G., Tang, T., & Udabe, R. (2022). On the path toward lifelong learning: An early analysis of Taiwan’s 12-Year Basic Education Reform. In F. M. Reimers, U. Amaechi, A. Banerji, & M. Wang (Eds.), Education to build back better (pp. 75–98). Springer. https://doi.org/10.1007/978-3-030-93951-9_4
CSTA. (2017). CS standards. Retrieved from https://www.csteachers.org/page/about-csta-s-k-12-nbsp-standards
Cuny, J. (2011). Transforming computer science education in high schools. Computer, 44(6), 107–109. https://doi.org/10.1109/mc.2011.191
Gal-Ezer, J., & Stephenson, C. (2014). A tale of two countries: Successes and challenges in K-12 computer science education in Israel and the United States. ACM Transactions on Computing Education, 14(2), 1–18. https://doi.org/10.1145/2602483
ISTA, & CSTA. (2011). Operational definition of computational thinking for K–12 education. https://id.iste.org/docs/ct-documents/computational-thinking-operational-definition-flyer.pdf
Kim, D. K., Jeong, D., Lu, L., Debnath, D., & Ming, H. (2015). Opinions on computing education in Korean K-12 system: Higher education perspective. Computer Science Education, 25(4), 371–389. https://doi.org/10.1080/08993408.2016.1140409
Knobelsdorf, M., & Vahrenhold, J. (2013). Addressing the full range of students: Challenges in K-12 computer science education. Computer, 46(9), 32-37. https://doi.org/10.1109/mc.2013.263
Kurhila, J., & Vihavainen, A. (2015). A purposeful MOOC to alleviate insufficient CS education in Finnish schools. ACM Transactions on Computing Education, 15(2), 10–18. http://dx.doi.org/10.1145/2716314
Lye, S. Y., & Koh, J. H. L. (2014). Review on teaching and learning of computational thinking through programming: What is next for K-12? Computers in Human Behavior, 41, 51–61. https://doi.org/10.1016/j.chb.2014.09.012
Mayer, R. E. (1997). From novice to expert. In M. G. Helander, T. K. Landauer, & P. V. Prabhu (Eds.), Handbook of human computer interaction (pp. 781–795). Elsevier-Science.
Moreno-Leon, J., Robles, G., & Roman-Gonzalez, M. (2016). Code to learn: Where does it belong in the K-12 curriculum? Journal of Information Technology Education-Research, 15, 283–303.
Nelson, M., Sahami, M., & Wilson, C. (2016). A new framework to define K-12 computer science education. Communications of the ACM, 59(4), 20–20.
Northrup, A. K., Burrows A. C., & Slater, T. F. (2022). Identifying implementation challenges for a new computer science curriculum in rural western regions of the United States. Problems of Education in the 21st Century, 80(2), 353-370. https://doi.org/10.33225/pec/22.80.353
Ozturk, Z., Dooley, C. M., & Welch, M. (2018). Finding the hook: Computer science education in elementary contexts. Journal of Research on Technology in Education, 50(2), 149–163. https://doi.org/10.1080/15391523.2018.1431573
Patton, E. W., Tissenbaum, M., & Harunani, F. (2019). MIT app inventor: Objectives, design, and development. In S.-C. Kong & H. Abelson (Eds.), Computational thinking education (pp. 31–50). Springer Open.
Repenning, A., Webb, D. C., Koh, K. H., Nickerson, H., Miller, S. B., Brand, C., . . . Repenning, N. (2015). Scalable game design: A strategy to bring systemic computer science education to schools through game design and simulation creation. ACM Transactions on Computing Education, 15(2), 11:11–11:31.
Sentance, S., & Csizmadia, A. (2017). Computing in the curriculum: Challenges and strategies from a teacher's perspective. Education and Information Technologies, 22(2), 469–495. https://doi.org/10.1007/s10639-016-9482-0
Tucker, A. (2003). A model curriculum for K-12 computer science: Final Report of the ACM K-12 Task Force Curriculum Committee. https://dl.acm.org/citation.cfm?id=2593247
Webb, M., Davis, N., Bell, T., Katz, Y. J., Reynolds, N., Chambers, D. P., & Syslo, M. M. (2017). Computer science in K-12 school curricula of the 21st century: Why, what and when? Education and Information Technologies, 22(2), 445–468. https://doi.org/10.1007/s10639-016-9493-x
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33–35.

Cite as :

Huang, K.-H. (2024). Computer education reform in Taiwan. Gamtamokslinis ugdymas bendrojo ugdymo mokykloje / Natural Science Education in a Comprehensive School, 30, 14–23. https://doi.org/10.48127/gu/24.30.14