Abstract

Incorporating computer science (CS) into K–12 education has been highlighted in recent years as an important way to promote computational thinking skills. The aim of this study was to investigate teachers’ experiences with a new CS curriculum and address challenges to teachers during implementation. This study was designed to evaluate CS curriculum implementation in order to inform CS practices. Interview and survey data were collected and analyzed. Findings showed that teachers had high confidence in teaching CS; however, they sought professional development to acquire content knowledge and instructional strategies to effectively engage students in learning. As for the curriculum and students, the scope of the curriculum needed to be adjusted along with students’ prerequisite skills and knowledge. As for the context, some schools did not have appropriate facilities. Recommendations for implementing CS curricula and implications are discussed.

摘要

近年来，将计算机科学 (CS) 纳入 K-12 教育已成为提高计算思维技能的重要途径。本研究的目的是调查教师对新 CS 课程的体验，并解决教师在实施过程中面临的挑战。本研究旨在评估 CS 课程的实施，以便为 CS 实践提供信息。收集和分析了访谈和调查数据。调查结果显示，教师对计算机科学教学有很高的信心；然而，他们寻求专业发展以获取内容知识和教学策略，以有效地吸引学生参与学习。至于课程设置和学生，则需要根据学生的必备技能和知识来调整课程范围。至于上下文，一些学校没有适当的设施。讨论了实施 CS 课程和影响的建议。