Enduring Difficulties in Computer Science Education: What the Causes?

Abstract

Objectives. Since the 1960s, the major professional societies in computing and other entities have prepared curricula for various kinds of schools. Since the early beginnings, curricular authors and commentators blame enduring cultural difficulties about the core of computing, the areas and subareas of CS, the competencies and other broad arguments. We are convinced of the complexity of the raised issues and this paper means to search for the root-causes of the lasting drawbacks. In fact, when the causes of a problem have been found, the scientific community begins to discover how the problem is or will be eradicated.

Study Method.  After a concise survey of the literature, the first stage of this inquiry disproves a false opinion about the reason of present educational difficulties. The second stage makes a comparative textual analysis of recent curricula and examines methodically the didactical strategies. The third step goes through theoretical research in CS.

Findings. The sad state of theoretical computer science emerges as the root-cause of enduring educational issues.

Conclusions.  This report relates the issues met by curricular authors to the partial and rather confusing theories of computing and concludes that those authors and working teachers of CS pay the consequences of enduring cultural shortcomings from which they suffer through no fault of their own.