Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2最新文献_第9页

How is Computational Thinking Defined in Elementary Science? 基础科学如何定义计算思维?

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499120

Jennifer Pietros, Sara Sweetman, Minsuk K. Shim

引用次数: 0

Girls Immersed in Robotics Learning 女孩们沉浸在机器人学习中

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499238

Beryl Hoffman, Florence R. Sullivan, D. Black, Jacob Bashista, R. Gary, Isabel Castellanos, M. Moriarty, Elisabeth Fein, Özkan Yildiz, Ali Söken, Andrew Pasquale

{"title":"Girls Immersed in Robotics Learning","authors":"Beryl Hoffman, Florence R. Sullivan, D. Black, Jacob Bashista, R. Gary, Isabel Castellanos, M. Moriarty, Elisabeth Fein, Özkan Yildiz, Ali Söken, Andrew Pasquale","doi":"10.1145/3478432.3499238","DOIUrl":"https://doi.org/10.1145/3478432.3499238","url":null,"abstract":"Girls Immersed in Robotics Learning engages middle school Latina girls in computer science and co-robotics with an immersive narrative of helping a Puerto Rico community recover from a hurricane. We are developing GaleForce, a Unity virtual robotics game where students can learn to code virtual robots and drones using a block-based programming language, and have collected data from a week-long workshop with a group of 9, mostly Latinx, 4th and 5th graders. Students showed gains from 13% - 50% in interest in pre/post surveys, and gains in scores ranging from 11% to 39% on content in pre/post assessments. Preliminary backend learning analytics results indicate that the students consistently used the 3D virtual world of San Juan as their point of reference for programming and wrote programs that focused on direction and distance, but did not use more advanced loops, conditionals and black boxed blocks. These results support a developmental approach to teaching programming, focusing first on concrete referents for program construction.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132041711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Sol y Agua RPP: A Bilingual and Culturally Responsive Approach to Introduce Computational Thinking in Middle School Sol y Agua RPP:在中学引入计算思维的双语和文化响应方法

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499050

Monika Akbar, Katherine S. Mortimer, Grecia Navarrete, Stephanie Galvan, G. Molina, Romelia Reyes, Cynthia Ontiveros, Scott Gray, S. Escandón, Monica Lyons, P. Delgado, V. Medrano, H. Kneedler, P. Benítez, Jacob Ramirez, Jesus Vazquez, Melissa Anderson

引用次数: 0

A First Look at the ACM/IEEE-CS/AAAI Computer Science Curricula (CS202X) ACM/IEEE-CS/AAAI计算机科学课程(CS202X)初探

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499036

Amruth N. Kumar, R. Raj

引用次数: 2

First Impressions of Using Stack Overflow for Education in a Computer Science Bachelor Programme 在计算机科学学士课程中使用堆栈溢出的第一印象

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499046

Stefan Hugtenburg, A. Zaidman

引用次数: 2

Beauty and Joy of Computing: AP CS Principles & Middle School Curriculum 计算机的美与乐趣:AP CS原理与中学课程

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499145

Michael A. Ball, Lauren Mock, D. Garcia, T. Barnes, Marnie Hill, Mary Fries, Pamela Fox, Yuan Garcia

引用次数: 0

How to Gamify Computer Science Courses? 如何将计算机科学课程游戏化?

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499192

D. Dicheva, Keith Irwin, Christo Dichev, L. Cassel, Rita Ismailova

{"title":"How to Gamify Computer Science Courses?","authors":"D. Dicheva, Keith Irwin, Christo Dichev, L. Cassel, Rita Ismailova","doi":"10.1145/3478432.3499192","DOIUrl":"https://doi.org/10.1145/3478432.3499192","url":null,"abstract":"Gamification, the use of game elements in non-game contexts, is already widely used to enhance learner engagement and motivation. Gamification motivates by adding gamefulness to the learning tasks. It is largely agreed that the success of applying gamification to educational contexts strongly depends on the way the gamification is designed & implemented. The goal of this BOF will be to provide a platform for discussing and brainstorming of different ways in which Computer Science courses could be gamified. BOF participants will form groups which will be tasked with developing scenarios of gamification design for a CS course. The groups will be led by the BOF organizers & other participating colleagues who are experienced in applying gamification in their courses. The guiding questions will include: What should be the steps in the gamification design process, where do we start? What are the goals? Which learning activities are suited for gamifying? Which game elements - the building blocks that are used for creating gameful experiences - could be used in the selected contexts? What gamification platforms or tools can be used to implement the designed gamification? At the end, the groups will be invited to present their gamification scenarios. We hope that in this BOF we will collectively identify new and interesting strategies for creating successful and sustainable gameful experiences in CS courses which will contribute to learners' engagement & motivation.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114749066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Introducing Programming to Middle School Students to Increase Knowledge and Interest in Computer Science 向中学生介绍程序设计以增加对计算机科学的知识和兴趣

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499056

Callan J. Noak, Jennifer L. Tsan, Sujing Wang, Stefan Andrei

{"title":"Introducing Programming to Middle School Students to Increase Knowledge and Interest in Computer Science","authors":"Callan J. Noak, Jennifer L. Tsan, Sujing Wang, Stefan Andrei","doi":"10.1145/3478432.3499056","DOIUrl":"https://doi.org/10.1145/3478432.3499056","url":null,"abstract":"Our poster covers the organization, curriculum design, and assessment of two summer camps we organized in Summer 2021 to teach middle school students fundamental programming concepts to increase their knowledge and interests in computer science. We designed several hands-on projects using the SparkFun Inventor's Kit, Scratch, and Makers Empire 3D Design Software. Scratch was used to teach fundamental programming concepts such as arithmetic operations, strings, conditional statements, and loops. The SparkFun Inventor's Kit provides a powerful and in-depth programming experience for middle school students. The Mission to Mars Design Challenge Activity utilized Makers Empire 3D Design Software and Scratch and allowed students to explore and determine the specific needs of a mission to Mars while challenging them to brainstorm, design, and create an invention or new tool. Those hands-on programming experiences helped students to develop and build creative confidence, design thinking skills, and problem-solving skills. Our program assessment results showed that camp participants increased their knowledge and interests in subjects related to programming and computer science. Our poster provides detailed information about organizing similar summer camps at other institutions to increase general participation in computer science.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128233947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Equipping Middle School Teachers with Culturally Responsive Pedagogy for Computer Science Through Community-centered Professional Development 通过以社区为中心的专业发展，使中学教师具备计算机科学的文化响应教学法

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499213

Gillian Bausch

{"title":"Equipping Middle School Teachers with Culturally Responsive Pedagogy for Computer Science Through Community-centered Professional Development","authors":"Gillian Bausch","doi":"10.1145/3478432.3499213","DOIUrl":"https://doi.org/10.1145/3478432.3499213","url":null,"abstract":"Culturally responsive pedagogy (CRP) has gained prominence in computer science education since it can effectively reach traditionally marginalized populations, which has led to new efforts toward broadening participation in computer science (CS). The CS Pathways Researcher-Practitioner Partnership (RPP) project developed and delivered a community-centered professional development (PD) model to build middle school teachers' capacity in teaching computer science and digital literacy (CSDL) and eventually have students make apps for social good. The study examined how the project utilized professional learning activities and community support to achieve two goals: 1) build middle school teachers' capacity of teaching CS curriculum by using culturally responsive pedagogy (CRP), and 2) support the implementation of CRP in their CS classrooms. Qualitative data were collected through the year-long bi-weekly PD meetings including answers to prompt questions and discussion, along with end-of-year interviews with the teachers. The results demonstrated that by utilizing a community-centered PD model, the project was able to 1) enhance teachers' cognitive development of CRP; 2) facilitate teachers' interaction, sharing of knowledge and resources, as well as exchange of best practices; 3) successfully collaborate with teachers to implement a CRP and address their questions along the way. This paper discussed the potential model for a community-centered professional development to prepare and support teachers' culturally responsive teaching in CS education, aiming to contribute to PD research.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134434037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Interdisciplinary Computing Majors (CS+X): Making it work at your University 跨学科计算机专业(CS+X):让它在你的大学发挥作用

Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2 Pub Date : 2022-03-03 DOI: 10.1145/3478432.3499174

Carla E. Brodley, Valerie Barr

{"title":"Interdisciplinary Computing Majors (CS+X): Making it work at your University","authors":"Carla E. Brodley, Valerie Barr","doi":"10.1145/3478432.3499174","DOIUrl":"https://doi.org/10.1145/3478432.3499174","url":null,"abstract":"As computing becomes increasingly relevant to all disciplines, interdisciplinary computing degrees become increasingly important. These interdisciplinary majors: 1) address the increasing need for computing knowledge across all disciplines; 2) have the potential to increase a student's employability; 3) give employers the opportunity to hire students who are trained in two fields relevant to the company; 4) by reducing the number of requirements for the computing degree, can alleviate some of the pressure faced by CS departments from booming enrollments ; and 5) broaden participation in computing - in particular, to increase the percentage of women. Despite these opportunities, as of 2022 there are only a few schools that have embraced this mission. There are significant implementation challenges to interdisciplinary majors: 1) university/college budget models often financially discourage interdisciplinary degrees; 2) difficulty determining the \"unit\" that will administer the combined degree; 3) already large demands on CS faculty time; 4) advisors/faculty must be trained to advise interdisciplinary majors; and 5) both disciplines have to agree to reduce their major course requirements. In this BoF session we will discuss these and other obstacles identified at the range of institutions represented at SIGCSE and how to overcome these implementation challenges.","PeriodicalId":113773,"journal":{"name":"Proceedings of the 53rd ACM Technical Symposium on Computer Science Education V. 2","volume":"71 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133803025","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0