Question 1.

Naur:

Naur’s interpretation of Datalogi as a subject lies in the concept of data, which is defined as being “enhver repræsentation af fakta eller ideer på en formaliseret måde, som kan kommunikeres eller manipuleres ved en eller anden proces”. He affirms that the concept of data spans a great deal by conceding that text written on a piece of paper is defined as being data, and uses this great span and interpretation of data to reinstate in many points following that Computer Science is extremely diverse.

Naur believes that in Datalogi, processing, analysing, and evaluating the data is key. It establishes models, that can be subsequently used to efficiently investigate processes by changing certain circumstances and discovering the result of the change. This process, Naur says, helps any kind of plan involving data, as far less resources are needed to carry forth experiments.

Naur also reaffirms that the tool used for the process is not central to the subject of Datalogi - rather, it should serve as an orientation. “Datamaterne bør også omtales, men ikke som det centrale i faget, snarere som en afsluttende orientering.” The significant part of the subject is the nature of using data.

Naur also indicates that the thought process used in Datalogi is significant, also for other subjects - much like mathematics and language. He therefore states that Datalogi must have a place in the elementary education system - both as a helping factor for other subjects, and a main subject in itself, citing that the learning is necessary in a time where data machines are becoming more and more significant.

This leads to a final key point in Naur’s interpretation of the subject - that the constant development and rising significance of tools for Datalogi means that the nature of the learning itself will be subject to change in the future.

Naur

Curriculum:

The curriculum’s interpretation of Computer Science as a subject is rather recursive - rather base the interpretation on definitions, the curriculum describes the desired nature of the subject based on what is ideal for the development of the subject. It is meant as a guideline for how the subject is to be taught, as to best achieve efficiency, rather than just stay true to the definition of data, and the process tied to it.

It is therefore key to the curriculum that it provides students “with the flexibility to work across many disciplines”, to “prepare graduates for a variety of professions”. The thought process behind Computer Science is important not only to computing or programming, but can be used for a lot of other subjects, which allows for a student to use their knowledge attained for a wide span of different uses.

“Graduates need to understand how to apply the knowledge they have gained to solve real problems,” the curriculum states. It is therefore significant for the subject to have a practical side, as a definitive method of completing tasks and problems. But it also states the importance of preparing “graduates to succeed in a rapidly changing field”, meaning that the subject must be flexible enough to cover both the practical solution of problems and the ability to solve problems with unprecedented tools.

The nature of the subject is ever-changing too, and the curriculum is a direct projection of that change, through the change of teaching, not only as the technology “changes rapidly over time” and “new developments in computing technology and pedagogy mean that some aspects of the core evolve over time”, but as process of teaching itself redefines the core, meaning that the different aspects of the core has changed, now split into two cores of differing “importance”.

Finally, the curriculum reinstates that the tools used in Computer Science are not key. They can be used initially as a good method to adapt oneself to the process of computing and use of data, but learning programming languages must not be considered central to the subject.