Abstract
Computer education has been provided for a long period of time in Korea. Starting as a vocational program, the content of computer education for students evolved to include content on computer literacy, Information Communication Technology (ICT) literacy, and brand-new computer science. While a new curriculum related to computer science was established in 2007, the range of computer education being provided in Korean schools has been repeatedly reduced. To identify the cause of this recent phenomenon, we review the computer education environment using the Darmstadt model, including educational systems, curricula, and teaching environments. Then we examine what factors affected the decline of computer education. The major causes of failure are found to be the absence of policy and a comprehensive evaluation method. These causes have led to a reduction in the selection ratio of computer-related subjects and in the number of students taking computer classes. Based on this understanding, we bring some fundamental message for establishing robust computer science education.
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