Integration of computer science topics into the elementary and secondary school curriculum

V uvodu diplomskega dela so najprej predstavljeni razlogi, zakaj bi morali računalništvo vključiti v kurikulum kot obvezen predmet v izobraževanju. Za lažje razumevanje vsebine so v drugem poglavju predstavljeni šolski sistemi Anglije, Poljske in Slovenije, ki so obravnavani v celotnem diplomskem delu. Temu sledi zgodovina poučevanja računalništva, kjer hitro ugotovimo, da so na Poljskem kurikulum računalništva večkrat prenovili in s tem učencem nudili kvalitetnejše poučevanje kot v Sloveniji in Angliji. V naslednjem poglavju je predstavljen nov angleški kurikulum računalništva. Opisane so težave, s katerimi se je soočala Anglija pri njegovi vpeljavi ter stanje poučevanja nekaj let po tem. Nato je predstavljen nov poljski kurikulum računalništva, za katerega ni zaznati večjih težav pri njegovi vpeljavi. Sledi opis priprave poljskih učiteljev na izvajanje novega kurikuluma in stanja po njegovi uvedbi v šole. Ker v Sloveniji računalništvo še ni obvezen predmet osnovnih in srednjih šol, je v tem poglavju prikazano njegovo trenutno stanje, ki kaže na velike zaostanke za preostalima dvema državama. Pri analizi trenutnega stanja računalništva v slovenskih šolah zaznamo problem kadrovskih pogojev za njegovo poučevanje, ki je izrazitejši predvsem v osnovnih šolah, kjer predmet lahko poučujejo tudi didaktično in strokovno nekompetentni učitelji. V zaključku dela so podane moje ugotovitve in predlogi za uspešno vključitev računalništva v kurikulum slovenskih osnovnih in srednjih šol.In the introduction to the bachelor’s thesis, first, the reasons are presented why computer science should be included in the curriculum as a compulsory subject within the framework of education. In order to understand the contents more easily, school systems of England, Poland, and Slovenia are presented in the second chapter. Further, the history of teaching computer science follows where we discover quickly that in Poland the curriculum of computer science was reformed on several occasions. Thus, they enabled students more qualitative teaching as in Slovenia and England. In the next chapter, the new English curriculum of computer science is presented. Problems which England faced in the process of its introduction and the condition of teaching a few years after that are described. Then, the new Polish curriculum of computer science is presented. The latter causes no bigger problems in the process of its introduction. A description of the preparation of Polish teachers for the performance of the new curriculum and the conditions after its introduction to schools follow. Because computer science has not yet been a compulsory subject in elementary and secondary schools in Slovenia, its current condition is presented in this chapter. The condition of computer science in Slovenia shows great lagging behind the other two countries. When analyzing the current condition of computer science in Slovenian schools, we sense a problem of personnel conditions regarding its teaching which is more pressing in the elementary schools mostly where the subject can be taught by didactically and professionally incompetent teachers also. In the conclusion of the thesis, my ascertainments are listed, as well as the proposals for successful inclusion of computer science in the curriculum of Slovenian elementary and secondary schools