Computer Science Education in French Secondary Schools: Historical and Didactical Perspectives

Abstract : Computer science as a school subject in France is characterized by a succession of promising starts that have not yet been transformed into perennial solutions. The main goal of this article is to analyze this complex situation from a historical perspective, and describe the current rebirth of an optional Computer Science course in the last year of secondary education, together with other initiatives that might contribute to introducing Computer Science as a school subject. We also aim at discussing some perspectives for the future to support a better informatics education for all students. The sources we have used are mainly historical and administrative, however we have also drawn on empirical research and surveys conducted since the seventies. This article therefore takes both retrospective and perspective viewpoints.
Type de document :
Article dans une revue
ACM Transactions of Computing Education, Association for Computing Machinery, 2014, Special Issue on Computing Education in (K-12) Schools, 14 (2), pp.27. 〈ACM New York, NY, USA〉. 〈10.1145/2602486〉
Liste complète des métadonnées

https://hal.inria.fr/hal-01255491
Contributeur : Monique Grandbastien <>
Soumis le : mercredi 13 janvier 2016 - 17:42:12
Dernière modification le : jeudi 11 janvier 2018 - 06:25:24

Identifiants

Citation

Georges-Louis Baron, Françoise Tort, Béatrice Drot-Delange, Monique Grandbastien. Computer Science Education in French Secondary Schools: Historical and Didactical Perspectives. ACM Transactions of Computing Education, Association for Computing Machinery, 2014, Special Issue on Computing Education in (K-12) Schools, 14 (2), pp.27. 〈ACM New York, NY, USA〉. 〈10.1145/2602486〉. 〈hal-01255491〉

Partager

Métriques

Consultations de la notice

244