@techreport{oai:ipsj.ixsq.nii.ac.jp:00209362,
 author = {小田, 理代 and 登本, 洋子 and 堀田, 龍也 and Michiyo, Oda and Yoko, Noborimoto and Tatsuya, Horita},
 issue = {11},
 month = {Feb},
 note = {本研究では，日本における初等中等教育のコンピュータサイエンス（CS）教育の体系的な指導の参考とするため Cohen et al. [23] の手順を参照し，英国，韓国，ニュージーランドの情報教育のカリキュラムに含まれる CS の概念を整理した．その結果，（1）3 カ国に共通して全学校種で記述が見られた CS の概念，（2）3 カ国に共通して学校種による段階的な記述が見られた CS の概念，（3）3 カ国で記述の有無にばらつきがあったり，記述が見られなかったりした CS の概念の 3 種類が存在することが確認できた．さらに，（1）と（2）に該当した 8 つのサブ概念，「ハードウェアとソフトウェア」「アルゴリズム」「変数」「制御構造」「プログラム開発」「文化」「社会の影響」「安全，法律，倫理」の記述内容から，学習の順序や難易度の変化など 3 カ国に共通する，各教育段階における体系の特徴を明らかにした．, In this study, we investigated the Computer Science (CS) concepts in the curricula of informatics education in the UK, Korea, and New Zealand in order to gain meaningful insights for teaching based on the coherence CS education curricula, through the content analysis procedure by Cohen et al. [23]. As a result, three types of CS concepts were found: (1) CS concepts that were common to all three countries and were described in all school types, (2) CS concepts that were common to all three countries and were described in stages according to school types, and (3) CS concepts that were described in different ways or were not described in all three countries. Furthermore, we illustrated characteristics of sequence structure of CS concepts at each educational stage, such as the order of learning and changes in the level of difficulty, from the descriptions of eight CS concepts: hardware and software, algorithms, variables, control, program development, culture, social interactions, and safety, law, and ethics.},
 title = {英国・韓国・ニュージーランドの初等中等教育におけるコンピュータサイエンス教育のカリキュラムの体系に関する整理},
 year = {2021}
}