Proceedings of the 17th Workshop in Primary and Secondary Computing Education最新文献

Preconceptions and attitudes of pre-service primary school teachers: towards teaching the principles of the Internet 职前小学教师对互联网原则教学的先入之见与态度

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556818

A. Drobná, Anna Yaghobová, C. Brom

引用次数: 0

Imagine Yourself as a Media and Computer Science Teacher 想象自己是一名媒体和计算机科学教师

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556862

Pascal Zaugg, Andreas Gumpert

{"title":"Imagine Yourself as a Media and Computer Science Teacher","authors":"Pascal Zaugg, Andreas Gumpert","doi":"10.1145/3556787.3556862","DOIUrl":"https://doi.org/10.1145/3556787.3556862","url":null,"abstract":"In order to investigate pre-service primary teachers’ mental images and beliefs about Media and Computer Science teaching, the Draw-A-Science-Teacher-Test Checklist (DASTT-C) was adapted for the field of Media and Computer Science. For this explorative study, 78 student teachers were asked to imagine themselves as Media and Computer Science teacher before and after a methods seminar. Using a qualitative research approach and building upon the ideas of the Draw-A-Science-Teacher-Test Checklist, the drawings before and after the course were coded. A coding scheme was developed, resulting in the Draw-A-Media-And-Computer-Science-Teacher Repository (DMECS-R). Subsequently, the results of the coding were analysed and evaluated with a mixed-method approach. Quantitative comparison of the number of recategorizations of the drawings after the methods course, comparison of ‘average’ images, visualization with multidimensional scaling and qualitative observations of minimum and maximum individual changes have led the authors to three conclusions: (1) After the method course it is less likely that student teachers draw individual work of students. (2) After the course, student teachers were less likely to draw children working on closely guided assignments. Post-course, more student teachers draw pupils working on own projects and tasks. (3) After the method course, it is less likely that student teachers draw themselves in a conventional, classically furnished classroom with only chalkboard and neatly arranged tables and chairs. Taking a dialogic and constructivist approach of learning into account, this research shows that the methods course expanded the student teachers’ repertoire of teaching methods for Media and Computer Science lessons. For following studies in computer science education, the results should be verified by accompanying interviews and subsequently find their way into pedagogical training.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121543511","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

Use of storytelling to increase engagement and motivation in computing in lower primary schools 运用讲故事的方法提高小学低年级学生对计算机的参与度和积极性

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556876

S. Rizvi, Sue Sentance, K. Childs, H. Leonard, Oliver Quinlan, Jane Waite

引用次数: 1

An Integration of Computational Thinking and Language Arts: The Contribution of Digital Storytelling to Students’ Learning 计算思维与语言艺术的融合:数位叙事对学生学习的贡献

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556858

Sabiha Yeni, Jacqueline Nijenhuis-Voogt, F. Hermans, E. Barendsen

{"title":"An Integration of Computational Thinking and Language Arts: The Contribution of Digital Storytelling to Students’ Learning","authors":"Sabiha Yeni, Jacqueline Nijenhuis-Voogt, F. Hermans, E. Barendsen","doi":"10.1145/3556787.3556858","DOIUrl":"https://doi.org/10.1145/3556787.3556858","url":null,"abstract":"Embedding Computational Thinking (CT) in the context of various school subjects across the curriculum, not only CS or STEM, is receiving increased attention. CT skills can be instrumental in many subjects, which makes the integration an opportunity for learning CT but also for deepening subject specific learning. This study focuses on language arts, in particular English as a second language. It investigates digital storytelling as a way to integrate CT, analyzing its impact on students’ learning both of English and of CT, and on students’ attitudes toward the CT integrated English lesson. A class of 8th grade students (average age 13 years) participated in the study. The impact of the CT integrated lessons was investigated using students’ final products, surveys, rubrics, exit tickets and focus group interviews. The results suggest that the digital storytelling approach may improve students’ learning of English and of CT, and that it helped enhancing students’ creativity and collaboration, thus promoting their digital participation.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133397509","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

Digital Education and Informatics – You can’t have One without the Other 数字教育和信息学——缺一不可

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556790

I. Diethelm

引用次数: 2

Enhancing the Role of Computational Thinking in Primary and Secondary Education in Switzerland 提高计算思维在瑞士中小学教育中的作用

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556874

Ruedi Arnold, Barbara Amstalden, Jörg Bader

引用次数: 0

Computational Thinking 2.0 计算思维2.0

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556788

M. Tedre

引用次数: 0

How to Reveal Students’ Conceptions of Programming and Designing Digital Games 如何揭示学生对数字游戏编程和设计的概念

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556815

Fatma Batur, T. Brinda

引用次数: 0

Video Analysis of a Teacher’s Use of Notional Machines in an Introductory High School Electronic Textile Unit: A three-tier framework to capture notional machines in practice 一位教师在高中电子纺织入门单元中使用概念机器的视频分析:在实践中捕捉概念机器的三层框架

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556798

Gayithri Jayathirtha

{"title":"Video Analysis of a Teacher’s Use of Notional Machines in an Introductory High School Electronic Textile Unit: A three-tier framework to capture notional machines in practice","authors":"Gayithri Jayathirtha","doi":"10.1145/3556787.3556798","DOIUrl":"https://doi.org/10.1145/3556787.3556798","url":null,"abstract":"Learners’ conceptions of program dynamics shape their reading, writing, and debugging of code. But, the invisibility of underlying program behaviors that transform code to outcomes challenges learners. Teachers adopt notional machines, defined as simplified notions about program dynamics, to support learners within computing classrooms. Researchers have gathered notional machine examples by interviewing post-secondary instructors. But, there is a need to capture notional machines in practice within computing classrooms, particularly introductory high school classes where teachers communicate program dynamics to learners with limited to no prior programming experiences. Through a qualitative video analysis of seven online class periods (80 minutes each) across 14 weeks of an introductory physical computing electronic textiles high school unit, this paper answers: (1) What notional machines did the teacher use in practice? (2) At what levels of granularity did they communicate program dynamics? And, (3) What representational forms did they take? The analysis revealed a three-tier framework to capture notional machines in practice. First, notional machines belonged to one of the five themes depending on the layer of abstraction simplified within electronic textiles. Second, they differed along the levels of granularity—individual atoms, program blocks, relations between blocks, or the entire program. Third, they took two distinct representational forms—verbal explanations and participatory roleplays. Overall, the analysis has two-fold contribution: provides a framework for future research to capture and study notional machines in practice, and, at the same time, presents one of the first accounts of notional machines adopted within a high school introductory physical computing unit.","PeriodicalId":136039,"journal":{"name":"Proceedings of the 17th Workshop in Primary and Secondary Computing Education","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116721139","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

Investigating Teachers’ Diagnostic and Intervention Skills in Debugging 教师调试诊断干预技能调查

Proceedings of the 17th Workshop in Primary and Secondary Computing Education Pub Date : 2022-10-31 DOI: 10.1145/3556787.3556875

Heike Hennig, Tilman Michaeli

引用次数: 2