Educational requirements for teaching the computational thinking course in the curricula of the basic education stage in both England and Finland and the possibility of benefiting from it in Egypt to develop the skills of the twenty-first century

Document Type : Original Article

Authors

1 Assistant Professor of Comparative Education Faculty of Education - Fayoum University

2 Professor of educational technology at the College of Education And Acting Dean of the Faculty of Computers and Information - Damanhour University مزيد من المعلومات عن technology

Abstract

Abstract:
Computational thinking includes many of the skills and capabilities of the twenty-first century. Consequently, schools are looking for ways to incorporate computational thinking into their curricula to help their students acquire 21st century skills through computational thinking; Computational thinking has become an emerging issue in educational research, practice, and policy. Due to its strength in the information and communication technology industry, countries such as Korea, Taiwan, Hong Kong and China launched national systematic reforms to address the current movement in teaching computational thinking. The research relied on the comparative method (George Bereday's entrance in comparative educational studies), and the research reached the educational requirements for teaching the computational thinking course in the curricula at the basic education stage in Egypt in the light of the experiences of England and Finland.
 

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المجلة التربوية لکلية التربية بسوهاج
Volume 91, Issue 91 - Serial Number 91
مناهج وطرق التدریس ( اللغة العربیة- الإنجلیزیة – الفرنسیة – الریاضیات – العلوم- الفنون- الاقتصاد المنزلی- التجاری ... )
November 2021
Pages 5055-5165

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History

  • Receive Date: 15 August 2021
  • Revise Date: 29 August 2021
  • Accept Date: 05 September 2021

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