Processive framework for evaluating computer science K-12 curricula - its application to the israeli curriculum for elementary schools with a focus on problem solving and abstraction

education at the K-12 level. 

My PhD research introduces a framework for evaluating K-12 CS curricula. This framework adopts a processive perspective, viewing a curriculum as an evolving entity that begins with the vision of policymakers and culminates in its impact on students. It explores the curriculum through the prism of educational goals, drawing on established models from curriculum theory research literature. 

Traditionally, a curriculum is delineated into three distinct representations: intended, implemented, and attained. The intended curriculum refers to the official curriculum as designed and prescribed by educational authorities, encapsulating the goals, content, and standards expected to be taught. The implemented curriculum reflects the curriculum as actually delivered by educators in the classroom. This phase acknowledges the gap that often exists between the curriculum design and classroom practice, influenced by teacher interpretations, available resources, and the unique dynamics of classroom environments. Lastly, the attained curriculum signifies the knowledge and skills gained by the students as well as their attitudes. The new model presented in this thesis consists of 4 layers: intended, processed, implemented and attained, whereas the second layer reflects the teacher training. In addition, each layer is refined into two sub-layers, to distinguish between perceptions (i.e., teachers’ perception of the curriculum) and implementation (i.e., teachers' practice in their classrooms).

The Israeli national CS curriculum for primary schools, which was initiated in 2016, is at the core of this research. This thesis focuses on the first two layers, namely, in the intended layer it examines the intentions of the policymakers (which formulate the ideal curriculum) and the formal written curriculum, and in the processed layer it examines the perspectives and plans of the teacher trainers, and the actual implementation of the teacher training. In addition, it focuses on two of the educational goals identified in the analysis of the ideal curriculum (policymakers’ intentions) – abstraction and problem solving – examining each of them in each of the other three sub-layers. 

The new model provides researchers with a structured, yet flexible approach for investigating the effectiveness of specific curricula, and facilitates comparisons between different curricula implemented in various countries. The framework also enabled the identification of stumbling blocks or gaps which may cause the curriculum to get off track regarding certain goals or make some goals unreachable. By adopting this comprehensive evaluation framework, researchers as well as policymakers and educators can gain valuable insights into the strengths and weaknesses of CS curricula, enabling evidence-based improvements in CS education and promoting successful outcomes. In addition, this model can be of help when developing a CS curriculum.