A Qualitative Content Analysis of K-8 Coding Curriculum
Pages 329 - 330
Abstract
A number of educational jurisdictions in Canada and abroad are integrating coding and computational thinking (CT) concepts into their K-8 curriculum, however; very little investigation has been done comparing these nascent curricular reforms. This study will use qualitative content analysis to investigate the differences and similarities of K-8 coding and CT curriculum by comparing the concepts, themes, goals and objectives found in current documents. The study hopes to shed light on an important and under-addressed area of curriculum studies that will prove important as computer science education plays a bigger role in K-8 education.
References
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Ontario Ministry of Education. 2016. Ontario Helping Students Learn to Code. Newsroom (December 2016). https://news.ontario.ca/edu/en/2016/12/ontario-helping-students-learn-to-code.html
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Canada Department of Finance. 2019. Investing in Young Canadians: Budget 2019. (March 2019). https://www.budget.gc.ca/2019/docs/youth-jeunes/youth-jeunes-en.pdf
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Alberta Education. 2018. Mathematics DRAFT K-4 Curriculum. https://new.learnalberta.ca/Resources/content/cda/documents/math\_en.pdf
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Alberta Education. 2018. Science DRAFT K-4 Curriculum. https://new.learnalberta.ca/Resources/content/cda/documents/science_en.pdf
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New Brunswick Department of Education and Early Childhood Development. 2016. Middle School Technology Education: 2016 Pilot. https://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/TechnologyVocational/Middle\%20School\%20Technology.pdf
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Index Terms
- A Qualitative Content Analysis of K-8 Coding Curriculum
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Published In
July 2019
375 pages
ISBN:9781450361859
DOI:10.1145/3291279
- General Chairs:
- Robert McCartney,
- Andrew Petersen,
- Anthony Robins,
- Adon Moskal,
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- Robert McCartney,
- Anthony Robins
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Published: 30 July 2019
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ICER '19
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ICER '19: International Computing Education Research Conference
August 12 - 14, 2019
Toronto ON, Canada
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ICER '19 Paper Acceptance Rate 28 of 137 submissions, 20%;
Overall Acceptance Rate 189 of 803 submissions, 24%
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ICER 2025
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