Design is a distinct discipline with its own practices, tools, professions, and areas of scholarship. However, practitioners from other fields often leverage aspects of design in their own work, leading to subfields like engineering design and architecture design that are neither wholly design nor wholly the intersecting discipline. Similarly, design and computing are known to intersect in educational contexts. Unfortunately, we do not yet have a clear understanding of how to characterize the kinds of design that may accompany computing topics, resulting in challenges to teaching and learning. This gap is particularly prevalent in K-12 computing education, where design is often used to promote student engagement but rarely studied as its own disciplinary phenomenon. Toward the goal of better understanding the nature and role of design in computing education, this article motivates and describes two qualitative, exploratory analyses of how design skills manifest in popular K-12 computing education curricula and activities. We find evidence to suggest two types of design within existing computing education curricula and standards: nondisciplinary problem-space design , which deals with defining software requirements, and disciplinary program-space design , which deals with choosing how best to meet those requirements. We find that these two types of computing design may exist independently, but they often overlap, creating an intriguing intersection of discipline-specific computing design educational activity. Finally, we discuss the practical implications of proceeding with research and educational practice in light of these results, highlighting the need for further exploration into the unique overlap of design and computing education.

中文翻译：

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论设计在 K-12 计算机教育中的作用

设计是一门独特的学科，有自己的实践、工具、专业和学术领域。然而，其他领域的从业者经常在自己的工作中利用设计的各个方面，导致工程设计和建筑设计等子领域既不是完全的设计，也不是完全交叉的学科。同样，众所周知，设计和计算在教育环境中是相交的。不幸的是，我们还没有清楚地了解如何描述可能伴随计算主题的设计类型，从而给教学和学习带来挑战。这种差距在 K-12 计算教育中尤为普遍，其中设计通常用于促进学生参与，但很少将其作为其自身的学科现象进行研究。为了更好地理解设计在计算机教育中的性质和作用，本文提出并描述了对设计技能如何在流行的 K-12 计算机教育课程和活动中体现的两种定性的探索性分析。我们发现证据表明在现有的计算机教育课程和标准中存在两种类型的设计：非学科问题空间设计，它处理定义软件需求和纪律程序空间设计，它涉及选择如何最好地满足这些要求。我们发现这两种类型的计算设计可能独立存在，但它们经常重叠，创造了一个有趣的交叉学科特定的计算设计教育活动。最后，我们讨论了根据这些结果进行研究和教育实践的实际意义，强调需要进一步探索设计和计算教育的独特重叠。