COMPARATIVE ANALYSIS OF OBJECTIVES OF INFORMATICS' LEARNING IN GENERAL EDUCATION
Journal Title: Современные информационные технологии и ИТ-образование - Year 2018, Vol 14, Issue 2
Abstract
Two triads of the goals of the general educational study of informatics dominate in different countries are compared: “ICT competence - Computer literacy - Information culture” (Russia) and “Computational Thinking - Digital Literacy - Information Literacy” (USA, Great Britain and some other countries). It is shown that for the set of components these goal triads generally correspond to each other, but differ in accentuation of the degree of importance of individual elements. In particular, this difference is manifested in the focus on “problem solving”, emphasized in the second of the above-mentioned triads, understood as a multi-stage sequence of actions to solve real problems from different areas of knowledge and daily activities, which ends with the use of computer technology. The introduction of the term “computational thinking” in conjunction with “solving problems” in an extensive network of concepts historically formed in the Russian scientific and pedagogical literature, including those devoted to school informatics, is appropriate, since this term introduces an essentially new element in the goal-setting of general education and, in particular, the study of informatics. The formation of computational thinking and stressing the importance of “solving problems”, understood in the sense that is put into these terms in the English-language pedagogical literature, will help to strengthen the formation of meta-subject results of education. Such an approach can also contribute to the formation of knowledge and skills in the field of informatics, since the use of computer technologies at the final stage of the problem-solving process is in most cases the best and most relevant at the present stage of education development by successfully solving many practically important tasks.
Authors and Affiliations
Evgeniy Khenner
Keywords
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- EP ID EP522192
- DOI 10.25559/SITITO.14.201802.500-507
- Views 92
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