Core Practice: Recognizing and Defining Computational Problems
 
 Survey Title:Computer Science Standards Development - Public Survey
 
 Survey Properties:
 
 Total Respondents:1401
 Responses By Question Analysis:
 

 
   Demographic Information
 
 2.  County
  Response Total Response Percent
Apache Response equal to 1 3 1%
Cochise Response equal to 3 11 3%
Coconino Response equal to 2 8 2%
Gila Response equal to 0 2 0%
Graham Response equal to 0 2 0%
Greenlee Visual spacer 0 0%
La Paz Visual spacer 0 0%
Maricopa Response equal to 65 269 65%
Mohave Response equal to 1 3 1%
Navajo Response equal to 2 10 2%
Pima Response equal to 16 65 16%
Pinal Response equal to 3 12 3%
Santa Cruz Response equal to 2 7 2%
Yavapai Response equal to 1 6 1%
Yuma Response equal to 3 11 3%
Out of State Response equal to 2 7 2%
Total Respondents  416 100%
 
 3.  Visitor Role
  Response Total Response Percent
K-12 Teacher Response equal to 65 269 65%
K-12 Administrator Response equal to 8 35 8%
K-12 Parent/Guardian Response equal to 5 19 5%
K-12 Student Visual spacer 0 0%
Higher Education Response equal to 6 26 6%
Retired Educator Response equal to 2 10 2%
Business Representative Response equal to 3 12 3%
Community Member Response equal to 4 18 4%
Elected Official Response equal to 0 1 0%
Media Response equal to 0 1 0%
Other Response equal to 6 25 6%
Total Respondents  416 100%
 
 4.  How important is it to develop standards that include the practice of Recognizing and Defining Computational Problems? Standards for Recognizing and Defining Computational Problems would help students identify complex interdisciplinary problems, decompose real-world problems into manageable subproblems, and evaluate the feasibility and appropriateness of solving a problem computationally.
Response TotalResponse Percent
Very Important 17756%
Important 11436%
Unimportant 206%
Very Unimportant 41%
Total Respondents315
(skipped this question) 1086
 5.  Please add any comments about developing standards that include the practice of Recognizing and Defining Computational Problems.
1.Important but not absolutely critical to learn about all details for all students. I think this is a bit higher-level so maybe could be in high schools or offered to students in finance, systems-level, government, or entrepreneurship classes.
2.This is a great way for students to be exposed to applying what they learn and it will also provide experiences they can use in their resumes.
3.Students need to be able to connect their learning to real-world experiences in order to build and solidify lifelong learning.
4.Very, very, very important! This is the first step in learning how to communicate with the computer. Teachers will need lots of help with this--they have not thought about the questions they routinely ask with this skill in mind. The project I am currently working on, helping teachers learn to do computational modeling in 9th grade physics, reveals that even the most experienced, high performing teachers struggle with this key element of skills acquisition.
5.Technology is here to stay and students need to know how to use it for things other than social media and games.
6.This is not appropriate at the elementary level.
7.Computational Thinking is critical for students to understand how to solve and why their future world behaves the way it does/will.
8.this should be included , but perhaps within other specific sub-areas?
9.I don't know
10.This is not applicable to elementary age students.
11.Elective.
12.It is impossible to learn computing without Real-world applications
13.This would be the highest priority to me
14.To really make exciting developments in computation, we need to be able to identify interesting (and interdisciplinary/transdisciplinary) problems. Students in computer science don't have the exposure to the diversity of problems that they could be helping with. So we need to actively work at increasing their exposure and understanding of the needs of a wide range of people and a wide range of interesting problems.
15.These topics are reflective of the modern software industry; therefore, they should at least be introduced to the student.
16.Computers need to introduce the students to a world where the tool could be used beyond the standard education years! This is an ever changing need as different vocations grow .
17.This is a great skill for high schoolers, but is easier to develop in college and beyond with a decent amount of background. (I do believe it can be done in high school and younger though!)
18.Would this need to be a subset under areas like networking and programming? What about solving the problem, or an attempt at solving the problem, not just recognizing and defining?
19.I believe this is also the future as we lean on the speed and accuracy of information to solve problems using computers.
20.This would best work for grades 5-12.
21.Less standards in technology, or better yet, no standards in this are would be the best course of action.
22.Most of my students have problems in this area at the high school level.
23.Some of this may differ by content area...
24.Recognizing a problem and being able to break it down into its components is extremely important when dealing with technology!
25.Recognizing and defining problems would allow students to define a direct application of the power of computational resources to their activities.
26.Not all problems can be reduced to 1's and 0's.
27.Refer to the College Board's and CTSA's standards for APCS Principles
https://www.csteachers.org/
28.Computing is ubiquitous. Problems that are solved computationally have the ability to be scaleable and sustainable - if done properly with the appropriate analysis.
29.Critical thinking, and analysis are some of the most important skills. Technologies will change, troubleshooting, and problem solving will not.
30.I'm marking this as very important because drives at the center of my issues with a discrete standard and mandatie for Computers.

Interdisciplinary problem solving and collaboration needs to be... interdisciplinary.

To refine my bias and world view as a geographer. Geography eats other disciplines. We have physical geographers, we have cultural geographers, we have computer geographers (GIS), we have cartographers (art geographers). Pick a discipline and at some point there has likely been a person who works with it in "Place, Space, and Time."

A standard for just interdisciplinary problem solving, be it with math, computers, language, or anything else is really the thing. And it needs to be worked into all subjects.
31.This practice has essentially described systems engineering and it is foundational to developing complex systems. One of the important future-looking issues facing engineers today is that the complexity of systems is exponentially increasing.
32.This also misses the point. You are trying to make computing the tool for developing critical skills for problem solving when this is a more general requirement of the educational system.
33.Chunking problems and information into comprehensible segments is important, as well as understanding those problems types that are abstractions.
34.[No Answer Entered]
35.This would align specifically for the Algorithms and Programming.
36.And, this should be an integral part of school in general--in all content areas.
37.cross curricular
38.This is critical!
39.High school.
40.Second most important
41.Computational capabilities continue to advance and become more reachable across society. Students need to understand these capabilities and how to apply them in increasingly fundamental areas of business and education.
42.I can understand why it is appropriate for a student to learn these higher level computing skills, however, this might be best suited to those students in career pathways that would require the use of these skills.
43.What role will this have in regards to the Arizona State Technology standards that many of us are already teaching?
44.Again all skills needed for identifying problems and seeking solutions.
45.Problem solving and critical thinking skills need to continually be developed. Computer science education is a wonderful place to do this as students are able to see immediate results as they try and try a problem
46.as above
47.Smaller scale ideas for middle school larger problems for high school?
48.Problem-based learning engages students and helps solve authentic problems.
49.We always need more opportunities to teach critical thinking.
50.6th - 12th
51.Problem-solving is a way of life, a true life skill.
52.Math problem solving
53.I believe this would support students after the primary grades as they are developing number sense and basic skills for the first year or two at school.
54.Problems are always with us. How we not only manage them by our reactions but how we approach them is important.
55.These compliments the AP CS Principles requirements
56.This is critical problem solving, and involves many of the other related concepts, like PBL as a way to implement it.
57.Very relevant concept for pioneering tech innovators
58.Again, great topics, but maybe embedded within other standards? Too many standards to teach may deter teachers that are already overloaded with standards and benchmarks.
59.This is a daily task and should not be a standard for computer science as it might take away from mental computations or management of subproblems through problem sovling.
60.project based learning
61.This will reinforce common core math in a relevant and positive way.
62.Jr/Sr High
63.These skills should be learned in other core content, but it can be applied in the computer classroom.
64.Students need to learn more than how to code. They need a foundation that includes systems thinking and design engineering
65.I would avoid writing down standards that try to describe "problem solving" - in my experience it is counterproductive to tell a teacher and a student "here is THE way to do problem solving"
If students are working on designing algorithms and programs and learning about data and the internet - they are doing problem solving.
66.Problem decomposition and solution construction from existing parts must be part of the fundamental core
Total Respondents  66