Indian Journal of Science and Technology

Abstract

Objectives: The purpose of study is to suggest challenges and perspectives of Korean Computer Science education to overcome issues revealed in the result of International Computer and Information Literacy Study 2013. Methods/Statistical Analysis: We analyzed the educational contents and achievement standards suggested in the national curriculum of the United States, the United Kingdom, and Republic of Korea, based on 7 aspects of ICILS 2013 assessment framework and 7 computational thinking components. In addition, this study identified common elements and differences by analyzing teaching and learning strategies, including assessment methods, to accomplish the goals and achievement standard of CS education suggested in their curriculum. Findings: The results of the analysis showed that the Korean curriculum did not include enough contents about ‘Sharing information’ and ‘Creating information’ among ICILS assessment items in the aspect of educational contents and achievement standard, and also did not include ‘parallelization’ item among CT components. Moreover, compared with the US and UK curriculum, it turned out that Korean curriculum comparatively had smaller number of concrete achievement standards. Improvements/Applications: To prepare the smooth application of a new curriculum in Korea, policy efforts for the development and distribution of various teaching and learning materials are considered necessary.

Keywords: Computational Thinking, CS Education, ICT Literacy, ICILS