Maria Knobelsdorf, University of Dortmund, Germany - Didaktik der ...

grade 4, 5, 6 or 8, depending on choice of the parents (and the
system of the respective state). After primary schools, the children
may attend a middle school, a 4-year high school a junior high
school, followed by a senior high school or a combined juniorsenior
high school up to the 12th grade. After graduation from
high school, it is possible to attend various forms of postsecondary
education such as colleges, universities and vocational institutions.
5. CSTA STANDARDS
In addition to a revision of the ACM K-12 curriculum from 2003
[9] the CSTA published the first version of the K-12 CSE standards
in 2006 [8]. To keep track with the current flow of technological
development, the standards were revised again in 2011
[10]. This included also a substantial raise of the number of standards
(from 55 in 2006 to 174 in 2011).
5.1 Levels
The CSTA developed a three-level-model for K-12 computer
science, which means that each of the three levels aims to represent
different age- and knowledge-levels for students from Kindergartens
(K) up to grade 12. Level one is valid for K to grade 6,
level two from grade 6 to 9 and finally level three for grades 9 to
12.
Fig. 3 visualizes the three levels. Level 1 is called “Computer
Science and Me”, is designed for young elementary school students
and aims to support those with a basic knowledge in technology.
It demands simple concepts of computational thinking.
Furthermore, the students in K-6 should develop a first understanding
of the importance of computer science in an engaging,
creative and explorative atmosphere. Often these first ideas are
embedded within suitable contexts from social science, language,
arts or mathematics.
Figure 3. Three-Level-Model for CSTA Standards [10].
Level 2, titled “Computer Science and Community”, demands
deeper knowledge in order to understand computational thinking
as a problem solving tool. Moreover, grade 6-9 students should
apply computers as devices which facilitate communication and
collaboration within the computer science classroom and also in
other curricular areas.
Finally, according to level 3, the students in grades 9 to 12 should
be able to apply learned concepts and create real-world solutions.
The students are advanced learners of computer science, who
should already be able to contribute to the development of new
technologies. Level 3 is divided into three different categories,
each focusing on a diverse field of computer science. Level 3A,
called “Computer Science in the Modern World”, represents basic
abilities that should be acquired in grade 9 or 10. It addresses all
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students, demanding consolidated knowledge and abilities. The
students should be able to make competent decisions regarding
computer systems and computational techniques and transfer
these abilities to whatever job they might be working in later.
Apart from making use of their knowledge, they should also be
aware of and appreciate the benefits of computers but also understand
the social and ethical impact of modern technologies in
today’s society.
Level 3B and 3C are intended for more advanced studies. In
grades 10 or 11, according to Level 3B (“Computer Science concepts
and practices”), students should learn algorithmic thinking
and problem-solving strategies, they should deepen their
knowledge of the principles of computer science and become
experts in working collaboratively, using collaboration tools when
solving problems. Level 3C, represents in-depth studies in one
particular field. It is recommended for grade 11 or 12 students
who wish to gain professional computing certification or equivalent
education, helping them to carve out their career (see [10],
pp. 7-9).
5.2 Strands
To take the complexity of computer science into account, the
CSTA standards distinguish five “complementary and essential
strands” (see [10], p. 9), displayed by Fig. 4. In the following we
give a short description of these five strands.
Computational Thinking (CT) is one of the core elements of
computer science. The main idea of CT is the problem-solving
methodology. Concepts like abstraction, recursion or analysis not
only target for educational consumers but also for producers of
new technological devices.
Collaboration (CO) starts at school, when students work cooperatively
together, gathering information or using a variety of communication
tools, to name just a few examples, and leads to an
effective collaboration on important projects with colleagues in
future careers.
Figure 4. Strands according to CSTA Standards [10].
Computing Practice & Programming (CP). As though programming
is an essential part of computer science, it is not the only
one. Other abilities, like developing homepages, using software
tools, handling databases, organizing files and folders, dealing
with computational problems, etc. are good examples of what
computing practice might also include.