Markus Norrby
ABSTRACT
A curriculum for an introductory module on programming for Finnish upper secondary school was developed in collaboration with tertiary education. The module was refined over three school years and the attitudes and progress of the students were evaluated through pre-course and post-course questionnaires. Interviews with the responsible teachers were also used for the evaluation. The early results indicate that such a module can be successfully implemented with limited resources and also point to the large informal influence of the national standardized matriculation exam on student interest for and school implementation of such a module.
- Mark Guzdial, Barbara Ericson, Tom Mcklin, and Shelly Engelman. 2014. Georgia Computes! An Intervention in a US State, with Formal and Informal Education in a Policy Context. ACM Trans. Comput. Educ. 14, 2, Article 13 (jun 2014), 29 pages. https://doi.org/10.1145/2602488Google Scholar
Digital Library
- Finnish national agency for education. 2014. Perusopetuksen opetussuunitelman perusteet.Google Scholar
- Finnish national agency for education. 2019. Lukion opetussuunitelman perusteet.Google Scholar
- Finnish Ministry of Education and Culture. 2019. Katse korkealle : Näkökulmia lukioiden ja korkeakoulujen yhteistyöhön.Google Scholar
- Keith Quille, Roisin Faherty, Susan Bergin, and Brett A. Becker. 2018. Second Level Computer Science: The Irish K-12 Journey Begins. In Proceedings of the 18th Koli Calling International Conference on Computing Education Research (Koli, Finland) (Koli Calling ’18). Association for Computing Machinery, New York, NY, USA, Article 22, 5 pages. https://doi.org/10.1145/3279720.3279742Google ScholarDigital Library
Index Terms
- A Case Study on Programming in Finnish General Upper Secondary Education
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