Bibliographic Details
| Title: |
Results of a Research Evaluating Quality of Computer Science Education. |
| Alternate Title: |
Informacinių technologijų mokymo kokybės vertinimo tyrimo rezultatai. (Lithuanian) |
| Authors: |
ZÁHOREC, Ján, HAŠKOVÁ, Alena, MUNK, Michal |
| Source: |
Informatics in Education; 2012, Vol. 11 Issue 2, p283-300, 18p, 4 Charts, 4 Graphs |
| Subject Terms: |
PROBLEM solving, ANALYTICAL skills, COGNITIVE learning, MANAGEMENT, METHODOLOGY |
| Abstract (English): |
The paper presents the results of an international research on a comparative assessment of the current status of computer science education at the secondary level (ISCED 3A) in Slovakia, the Czech Republic, and Belgium. Evaluation was carried out based on 14 specific factors gauging the students' point of view. The authors present qualitative findings from the following nine analyzed factors: the popularity of computer science/informatics as a subject, the potential of using knowledge gained by studying informatics at school in everyday life, the attractiveness and demands of the curriculum content, the clarity and attractiveness of teacher presentation of the subject matter to students, the engagement of tasks solved while studying informatics, the degree of comprehensibility of informatics textbooks, and the usability of knowledge acquired in school for solving practical problems. Based on the results, the authors identify the strengths and weaknesses of computer science education in the observed countries. [ABSTRACT FROM AUTHOR] |
| Abstract (Lithuanian): |
Straipsnyje aprašomi informacinių technologijų mokymo vidurinėse mokyklose tyrimo rezultatai. Tyrimas, atliktas trijose šalyse - Slovakijoje, Cěkijoje ir Belgijoje - buvo grindžiamas 14 vertinimo kriterijų. Gautas kokybines įžvalgas autoriai aprašo pagal aštuonis faktorius: informacinių technologijų ar informatikos dalyko populiarumas; žinių, įgyjamų studijuojant informatiką, pritaikymas realiame gyvenime; ugdymo turinio patrauklumas ir reikalavimai; mokytojo pasirinktas medžiagos dėstymo stilius; užduočių patrauklumas; mokomosios medžiagos bei vadovėlių aiškumas, suprantamumas; žinių, įgytų, studijuojant informatiką, praktinis pritaikomumas. Remdamiesi gautais rezultatais, autoriai pristato informacinių technologijų mokymo aprašomose šalyse privalumus ir trūkumus. [ABSTRACT FROM AUTHOR] |
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