This paper argues for a re-examination of the nature and goals of broad computing education initiatives. Instead of starting with specific values or goals, we instead begin by considering various desired endpoints of computing instruction and then work backward to reason about what form learning activities might take and what are the underlying values and principles that support learners in reaching these endpoints. The result of this exercise is a push for rethinking the form of contemporary computing education with an eye toward more diverse, equitable and meaningful endpoints. With a focus on the role that constructionist-focused pedagogies and designs can play in supporting these endpoints, we examine four distinct cases and the endpoints they support. This paper is not intended to encompass all the possible alternate endpoints for computer science education; rather, this work seeks to start a conversation around the nature of and need for alternate endpoints, as a means to re-evaluate the current tools and curricula to prepare learners for a future of active and empowered computing-literate citizens.

中文翻译：

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计算教育中替代端点的案例

本文主张重新审视广泛的计算教育计划的性质和目标。我们不是从特定的价值观或目标开始，而是从考虑计算指令的各种期望端点开始，然后向后推论学习活动可能采取什么形式，以及支持学习者达到这些端点的基本价值观和原则是什么。这项练习的结果是推动重新思考当代计算机教育的形式，着眼于更多样化、更公平和更有意义的终点。重点关注以建构主义为中心的教学法和设计在支持这些端点方面可以发挥的作用，我们研究了四种不同的案例及其支持的端点。本文并不打算包含计算机科学教育的所有可能的替代端点；相反，这项工作旨在围绕替代端点的性质和需求展开对话，以此作为重新评估当前工具和课程的一种手段，让学习者为未来的积极和有能力的计算机素养公民做好准备。