International journal of advanced smart convergence

The Institute of Internet, Broadcasting and Communication (한국인터넷방송통신학회)
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Comparative Analysis of Elementary School Computing Achievement Standards in the U.S. and Korea

  • Kim, Kapsu (Dept. of Computer Education, Seoul National University of Education) ;
  • Min, Meekyung (Dept. of Computer Science, Seokyeong University) ;
  • Rho, Jungkyu (Dept. of Computer Science, Seokyeong University)
  • Received : 2020.05.03
  • Accepted : 2020.05.11
  • Published : 2020.06.30
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Abstract

ACM's CSTA has drafted standards for computing curricula and recommended them to schools in the United States. The five core concepts of the US elementary school computing curriculum are computing systems, network and the Internet, data and analysis, algorithms and programming, and impacts of computing. In 2005, Korea prepared ICT education guidelines, including five fields, their subfields, and achievement criteria for each subfield. In the 2015 revised curriculum, software education was introduced and five achievement standards were set. The ACM CSTA has 18 achievement criteria up to K-2 and 21 achievement criteria up to K-5. If we compare the 39 achievement standards of the US to Korea, Korea's 2005 ICT education guidelines include 25 of these, and the 2015 revised curriculum includes 5 of them. In this study, we aim to study the CSTA achievement criteria that second graders should know and the achievement criteria that fifth graders should know. This is compared and analyzed with Korea's 2005 ICT Guidelines and 2015 Software Curriculum. In comparison with the number of achievement standards, the US elementary school's computing achievement standards are much higher than in Korea. Comparing with each standard, there are many areas that are not covered in Korean curriculum, and we can see that the 2015 curriculum has rather receded from 2005.

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References

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