{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,10]],"date-time":"2026-02-10T17:05:41Z","timestamp":1770743141599,"version":"3.49.0"},"reference-count":17,"publisher":"Association for Computing Machinery (ACM)","issue":"2","license":[{"start":{"date-parts":[[2014,6,1]],"date-time":"2014-06-01T00:00:00Z","timestamp":1401580800000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/www.acm.org\/publications\/policies\/copyright_policy#Background"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":["ACM Trans. Comput. Educ."],"published-print":{"date-parts":[[2014,6]]},"abstract":"<jats:p>In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a publication platform for soundly based in-depth experiences that have been made around the world with concepts, approaches, or initiatives that aim at supporting this shift. For this purpose, the article format was kept as large as possible, enabling the authors to explain many facets of their concepts and experiences in detail. Regarding the structure of the articles, we had encouraged the authors to lean on the Darmstadt Model, a category system that was developed to support the development, improvement, and investigation of K-12 CSE across regional or national boundaries. This model could serve as a unifying framework that might provide a proper structure for a well-founded critical discussion about the future of K-12 CSE. Curriculum designers or policy stakeholders, who have to decide, which approach an upcoming national initiative should follow, could benefit from this discussion as well as researchers who are investigating K12 CSE in any regard. With this goal in mind, we have selected six extensive and two short case studies from the UK, New Zealand, USA\/Israel, France, Sweden, Georgia (USA), Russia, and Italy that provide an in-depth analysis of K-12 CSE in their respective country or state.<\/jats:p>","DOI":"10.1145\/2602482","type":"journal-article","created":{"date-parts":[[2014,7,8]],"date-time":"2014-07-08T12:20:08Z","timestamp":1404822008000},"page":"1-9","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":48,"title":["Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools"],"prefix":"10.1145","volume":"14","author":[{"given":"Peter","family":"Hubwieser","sequence":"first","affiliation":[{"name":"Technische Universit\u00e4t M\u00fcnchen, Germany"}]},{"given":"Michal","family":"Armoni","sequence":"additional","affiliation":[{"name":"Weizmann Institute of Science, Israel"}]},{"given":"Michail N.","family":"Giannakos","sequence":"additional","affiliation":[{"name":"Norwegian University of Science and Technology, Norway"}]},{"given":"Roland T.","family":"Mittermeir","sequence":"additional","affiliation":[{"name":"Alpen-Adria-Universit\u00e4t Klagenfurt, Austria"}]}],"member":"320","published-online":{"date-parts":[[2014,6]]},"reference":[{"key":"e_1_2_1_1_1","doi-asserted-by":"publisher","DOI":"10.1145\/2189835.2189849"},{"key":"e_1_2_1_2_1","volume-title":"Proceedings of the 12th Australasian Conference on Computing Education. 15--22","author":"Bell T."},{"key":"e_1_2_1_3_1","doi-asserted-by":"publisher","DOI":"10.1145\/2445196.2445277"},{"key":"e_1_2_1_4_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-540-69924-8_27"},{"key":"e_1_2_1_5_1","first-page":"1","article-title":"The CS 10K Project: Mobilizing the computing community around high school education","volume":"2","author":"Forbes J.","year":"2012","journal-title":"J. Comput. Sci. Coll."},{"key":"e_1_2_1_6_1","doi-asserted-by":"publisher","DOI":"10.1109\/2.467599"},{"key":"e_1_2_1_7_1","doi-asserted-by":"publisher","DOI":"10.1145\/1993069.1993076"},{"key":"e_1_2_1_8_1","volume-title":"Unterricht: Analyse und Planung","author":"Heimann P.","year":"1965"},{"key":"e_1_2_1_9_1","doi-asserted-by":"publisher","DOI":"10.1145\/2382564.2382568"},{"key":"e_1_2_1_10_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-642-36617-8_1"},{"key":"e_1_2_1_11_1","doi-asserted-by":"publisher","DOI":"10.1145\/2078856.2078859"},{"key":"e_1_2_1_12_1","unstructured":"Royal Society. 2012. Shutdown or Restart: The Way Forward for Computing in UK Schools. http:\/\/royalsociety.org\/uploadedFiles\/Royal_Society_Content\/education\/policy\/computing-in-schools\/2012-01-12-Computing-in-Schools.pdf.  Royal Society. 2012. Shutdown or Restart: The Way Forward for Computing in UK Schools . http:\/\/royalsociety.org\/uploadedFiles\/Royal_Society_Content\/education\/policy\/computing-in-schools\/2012-01-12-Computing-in-Schools.pdf."},{"key":"e_1_2_1_13_1","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-642-24722-4_6"},{"key":"e_1_2_1_14_1","unstructured":"Tucker A. Seehorn D. Carey S. etal 2011. CSTA K-12 Computer Science Standards (Revised 2011). CSTA Standards Task Force.  Tucker A. Seehorn D. Carey S. et al. 2011. CSTA K-12 Computer Science Standards (Revised 2011). CSTA Standards Task Force."},{"key":"e_1_2_1_15_1","unstructured":"Uljens M. 1997. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory. Hove: Psychology Press. http:\/\/www.gbv.de\/dms\/bowker\/toc\/9780863777011.pdf.  Uljens M. 1997. School Didactics and Learning: A School Didactic Model Framing an Analysis of Pedagogical Implications of Learning Theory . Hove: Psychology Press. http:\/\/www.gbv.de\/dms\/bowker\/toc\/9780863777011.pdf."},{"key":"e_1_2_1_16_1","doi-asserted-by":"crossref","unstructured":"Wilson C. Sudol L. A. Stephenson C. and Stehlik M. 2010. Running on empty: Executive summary. http:\/\/csta.acm.org\/runningonempty\/fullreport.pdf.  Wilson C. Sudol L. A. Stephenson C. and Stehlik M. 2010. Running on empty: Executive summary. http:\/\/csta.acm.org\/runningonempty\/fullreport.pdf.","DOI":"10.1145\/3414583"},{"key":"e_1_2_1_17_1","doi-asserted-by":"publisher","DOI":"10.1145\/1118178.1118215"}],"container-title":["ACM Transactions on Computing Education"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/2602482","content-type":"unspecified","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/dl.acm.org\/doi\/pdf\/10.1145\/2602482","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,6,18]],"date-time":"2025-06-18T07:01:16Z","timestamp":1750230076000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/2602482"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2014,6]]},"references-count":17,"journal-issue":{"issue":"2","published-print":{"date-parts":[[2014,6]]}},"alternative-id":["10.1145\/2602482"],"URL":"https:\/\/doi.org\/10.1145\/2602482","relation":{},"ISSN":["1946-6226"],"issn-type":[{"value":"1946-6226","type":"electronic"}],"subject":[],"published":{"date-parts":[[2014,6]]},"assertion":[{"value":"2014-03-01","order":0,"name":"received","label":"Received","group":{"name":"publication_history","label":"Publication History"}},{"value":"2014-04-01","order":1,"name":"accepted","label":"Accepted","group":{"name":"publication_history","label":"Publication History"}},{"value":"2014-06-01","order":2,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}