Abstract
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 Slo- vakia, 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 sub- ject 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.
Highlights
Computer science as a separate branch of science has had, in comparison with other natural sciences, a relatively short history
In preparation for research, 14 factors were identified, based on which we carried out the evaluation and comparison of the level of computer science education at the upper secondary level observed in three countries (Slovakia – SK, Czech Republic – CZ, Belgium – BE)
Based on the results presented in this research, we can assess the state of computer science/informatics education at the upper secondary level of education in each country and summarize their strengths and weaknesses in the following way
Summary
Computer science as a separate branch of science has had, in comparison with other natural sciences, a relatively short history. Technologies and the acquisition and development of user skills. In some countries, this issue was resolved by the division of computer science into different areas (Šišková, 2011). Time allocation for individual grade levels has been changed and informatics is a compulsory subject at the upper grades of primary schools. Students use toys and games in this course for developing algorithmic thinking and acquire skills for working with digital technologies. Specifying the content of lessons and quality assurance of informatics education in the Slovak education system is often discussed in the subject committees of the schools, and in professional journals and at various professional events (conferences, seminars, workshops)
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