Communications of the ACM
Constructivism in computer science education
SIGCSE '98 Proceedings of the twenty-ninth SIGCSE technical symposium on Computer science education
A common core of concepts for informatics majors
Proceedings of the IFIP TC3/WG3.2 International Conference on Informatics (computer science) as a Discipline and in Other Disciplines: what is common?: Informatics in Higher Education, Views on informatics and non-informatics curricula
Towards informatics as a discipline: search for identity
Proceedings of the IFIP TC3/WG3.2 International Conference on Informatics (computer science) as a Discipline and in Other Disciplines: what is common?: Informatics in Higher Education, Views on informatics and non-informatics curricula
Informatics education: trends, problems and the future
Proceedings of the IFIP TC3/WG3.2 International Conference on Informatics (computer science) as a Discipline and in Other Disciplines: what is common?: Informatics in Higher Education, Views on informatics and non-informatics curricula
Open source software and computer science education
Journal of Computing Sciences in Colleges
ITiCSE '09 Proceedings of the 14th annual ACM SIGCSE conference on Innovation and technology in computer science education
How a contextualized curriculum work in practice
Koli '08 Proceedings of the 8th International Conference on Computing Education Research
Need for study and career counselling in computer science
FIE'09 Proceedings of the 39th IEEE international conference on Frontiers in education conference
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In this paper we elaborate on the work done by IFIP Working Group 3.2 in 1997 and 2002 on various curriculum schemes for computing/informatics. It is the aim of this paper to contribute to this work by bringing in concepts and insights from curriculum research and curriculum theory. This offers an additional view on the curriculum schemes besides the more disciplinary content driven approach that mostly dominates the curriculum work. We analyze three curriculum schemes: Computing Curricula 2001 (CC2001), Informatics Curriculum Framework 2000 (ICF-2000) and Career Space (CSP) with two confronting exercises. The first exercise introduces the concepts of planned, enacted, experienced, and hidden curriculum and applies these to the process of development and implementation of curriculum schemes in general. The second exercise positions the three curriculum schemes in a generic set of curriculum components that is being used frequently in, for example, secondary education as well as in other disciplines. It appears that quite a few components are not included. The paper concludes with some suggestions for improving the development process of curriculum schemes.