不列颠哥伦比亚省如何实施计算机科学教育计划.pdfVIP

Summary Computer Science (CS) education helps students acquire skills such as computational thinking, problem-solving, and collaboration and has been linked with higher rates of college enrollment (Brown Brown, 2020; Salehi et al., 2020). A recent randomized control trial also showed that lessons in computational thinking improved student response inhibition, planning, and coding skills (Arfé et al., 2020). Since these skills take preeminence in the rapidly changing 21st century, CS education promises to significantly enhance student preparedness for the future of work and active citizenship. CS education can also reduce skills inequality if education systems make a concerted effort to ensure that all students have equitable access to curricula that provide them with the needed breadth of skills—regardless of their gender, ethnicity, or socioeconomic status. Based on prior analysis and expert consultation, we selected 11 country, state, and provincial CS education case studies that may apply broadly to other education systems. These cases have come from diverse global regions and circumstances and have implemented CS education programs for various periods and with different levels of success. As such, we have examined information to extract lessons that can lead to successful implementation in other parts of the world. This study will focus on how the Canadian province of British Columbia (B.C.) developed its computer science program. B.C. is home to a growing technology industry and is one of the leading Canadian provinces for K-12 CS and computational thinking education (Gannon Buteau, 2018). Its education system creates opportunities for students to pursue CS education based on their interests, including theoretical and quantitative concepts, practical applications, and problem-solving. Further, the province’s approach to teacher professional development and student engagement merits consideration.