Computer Science/Informatik in the Upper Secondary Education

Abstract

In this paper, firstly the objectives and contents of Computer Science/Informatik in USA, UK, and FRG are classified into the generally accepted categories, i. e., Knowledge, Skill &amp Attitude; Hardware, Software &amp Social Aspect, and then analyzed. Concerning their objectives, three countries require in common the Knowledge and Skills for the programming. Informatik includes social science aspects such as the historical background. Therefore, the emphasis on social aspects of FRG is higher than that of USA and UK. In USA, hardware is scarcely taught but software is greatly treated, whereas in UK, equal emphasis is on hardware and software. Handling software requires, if anything, skill aspect, while handling hardware requires rather knowledge aspect. From this tendency, the above-mentioned facts can be interpreted as in; USA the emphasis on skills is greater than on knowledge, but in UK the proportion of emphasis is opposite. Considering the circumstances mentioned above, when a new independent subject such as Computer Science/Informatik is introduced into the upper secondary education, two influential factors must be considered; (1) whether or not the contents of social sciences should be included into this subject, (2) as far as natural sciences are concerned, to what extent the mathematical and electronical engineering basis should be dealt with.