The cognitive value of computer science: the need for a methodical approach
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Aug 10, 2017
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Abstract
L’insegnamento dell’informatica nei nostri curricoli è insufficiente, frammentario e discontinuo. Le proposte di innovazione sono spesso episodiche e semplicistiche. Per realizzare un curricolo organico attraverso tutti i livelli scolastici dovremmo creare un quadro generale dei concetti e dei metodi. Un punto chiave per questo compito è il valore cognitivo dell’informatica come strumento per risolvere problemi e per la produzione di conoscenza.
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Column "Opinion pieces"
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References
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Department for Education. (2013, September 11). Statutory guidance National curriculum in England: computing programmes of study. Manchester, UK: Department for Education. Retrieved from https://www.gov.uk/government/publications/national-curriculum-in-england-computing-programmes-of-study/national-curriculum-in-england-computing-programmes-of-study
Hofstadter, D. R. (1984) Gödel, Escher, Bach: Un’eterna ghirlanda brillante. Milano, IT: Adelphi.
Naur, P. (1985). Programming as theory building. Microprocessing and microprogramming, 15(5), 253- 261. doi:10.1016/0165-6074(85)90032-8
Papert, S. (1980) Mindstorms: Children, computers, and powerful ideas. New York, NY: Basic Books
Parisi, G. (1991) APE: un computer superveloce. In G. Cortini (Ed.) Percorsi di fisica (pp. 115-126). Firenze, IT: La Nuova Italia.
Weizembaum , J. (1976). Computer power and human reason. From judgment to calculation. New York, NY: W. H. Freeman & Co.
Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. doi:10.1145/1118178.1118215