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Computational Thinking in Educational Policy –The Relationship Between Goals and Practices

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Advances in Quantitative Ethnography (ICQE 2022)

Part of the book series: Communications in Computer and Information Science ((CCIS,volume 1785))

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Abstract

In this paper, we study the relationship between the content and goals of curriculum revisions toward the integration of computational thinking (CT) in compulsory schools in Denmark, Sweden, and England. Our analyses build on data consisting of a combination of official documents such as new curricula, white papers, and implementation strategies and interviews of experts who are either highly knowledgeable about or were involved in developing the curriculum revisions in these three countries. Our study found that there are strong connections between the CT content data practices and goal competitiveness in England. In Sweden, we found that the relationship between data practices and the goal of competitiveness is strongest. In Denmark, we found that the CT content codes related to data practices, modeling and simulation practices, and computational problem solving practices were all strongly represented, but all were weakly related to policy goals.

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Authors and Affiliations

  1. University of Copenhagen, Rådmandsgade 64, 2200, Copenhagen N., Denmark

    Andreas Lindenskov Tamborg, Liv Nøhr, Emil Bøgh Løkkegaard & Morten Misfeldt

Authors
  1. Andreas Lindenskov Tamborg
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  2. Liv Nøhr
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  3. Emil Bøgh Løkkegaard
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  4. Morten Misfeldt
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Corresponding author

Correspondence to Andreas Lindenskov Tamborg .

Editor information

Editors and Affiliations

  1. University of Oslo, Oslo, Norway

    Crina Damşa

  2. Drexel University School of Education, Philadelphia, PA, USA

    Amanda Barany

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Tamborg, A.L., Nøhr, L., Løkkegaard, E.B., Misfeldt, M. (2023). Computational Thinking in Educational Policy –The Relationship Between Goals and Practices. In: Damşa, C., Barany, A. (eds) Advances in Quantitative Ethnography. ICQE 2022. Communications in Computer and Information Science, vol 1785. Springer, Cham. https://doi.org/10.1007/978-3-031-31726-2_21

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  • DOI: https://doi.org/10.1007/978-3-031-31726-2_21

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-031-31725-5

  • Online ISBN: 978-3-031-31726-2

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