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Implications for Computer Science Curricula in Primary School: A Comparative Study of Sequences in England, South Korea, and New Zealand

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Towards a Collaborative Society Through Creative Learning (WCCE 2022)

Part of the book series: IFIP Advances in Information and Communication Technology ((IFIPAICT,volume 685))

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Abstract

This study aimed to gain insights into the design of computer science curricula in primary schools in Japan by analyzing K–12 computer science curriculum sequences in England, South Korea, and New Zealand. This study focuses on the progression of key areas of computer science learning in K–12 education. This study identified trends in the sequence of computer science concepts and practices in K–12 education in the three countries. The trends were classified into three categories: (1) learning the concept itself is limited below Grade 6 and learning related to advanced concepts becomes extensive above Grade 7, (2) learning about the concepts becomes progressively more advanced and extensive throughout K–12 education, and (3) learning about the concepts becomes more advanced in scope and complexity throughout K–12 education as the context in which concepts are applied becomes more advanced. These implications can be applied to K–12 computer science curriculum design in Japan and also in other countries around the world.

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Authors and Affiliations

  1. Tohoku University, Sendai, Japan

    Michiyo Oda & Tatsuya Horita

  2. Tokyo Gakugei University, Tokyo, Japan

    Yoko Noborimoto

Authors
  1. Michiyo Oda
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  2. Yoko Noborimoto
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  3. Tatsuya Horita
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Corresponding author

Correspondence to Michiyo Oda .

Editor information

Editors and Affiliations

  1. School of Education, La Trobe University, Deepdene, VIC, Australia

    Therese Keane

  2. Education and Social Research Institute, Manchester Metropolitan University, Manchester, UK

    Cathy Lewin

  3. University of Duisburg-Essen, Essen, Germany

    Torsten Brinda

  4. Istituto Tecnologie Didattiche, Consiglio Nazioanale delle Ricerche, Genoa, Genova, Italy

    Rosa Bottino

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Oda, M., Noborimoto, Y., Horita, T. (2023). Implications for Computer Science Curricula in Primary School: A Comparative Study of Sequences in England, South Korea, and New Zealand. In: Keane, T., Lewin, C., Brinda, T., Bottino, R. (eds) Towards a Collaborative Society Through Creative Learning. WCCE 2022. IFIP Advances in Information and Communication Technology, vol 685. Springer, Cham. https://doi.org/10.1007/978-3-031-43393-1_57

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  • DOI: https://doi.org/10.1007/978-3-031-43393-1_57

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-43392-4

  • Online ISBN: 978-3-031-43393-1

  • eBook Packages: Computer ScienceComputer Science (R0)

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