Proceedings of the 42nd ACM technical symposium on Computer science education最新文献

Session details: Summer experiences 课程细节:暑期体验

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/3258462

Bin Peng

引用次数: 0

Extreme apprenticeship method in teaching programming for beginners 极限学徒式编程初学者教学方法

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953196

Arto Vihavainen, Matti Paksula, Matti Luukkainen

引用次数: 191

Security in computer literacy: a model for design, dissemination, and assessment 计算机素养中的安全:设计、传播和评估的模型

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953174

Claude Turner, Blair Taylor, S. Kaza

引用次数: 21

Online vs. face-to-face pedagogical code reviews: an empirical comparison 在线与面对面的教学代码审查:经验比较

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953201

C. Hundhausen, Pawan Agarwal, M. Trevisan

{"title":"Online vs. face-to-face pedagogical code reviews: an empirical comparison","authors":"C. Hundhausen, Pawan Agarwal, M. Trevisan","doi":"10.1145/1953163.1953201","DOIUrl":"https://doi.org/10.1145/1953163.1953201","url":null,"abstract":"Given the increased importance of communication, teamwork, and critical thinking skills in the computing profession, we have been exploring studio-based instructional methods, in which students develop solutions and iteratively refine them through critical review by their peers and instructor. We have developed an adaptation of studio-based instruction for computing education called the pedagogical code review (PCR), which is modeled after the code inspection process used in the software industry. Unfortunately, PCRs are time-intensive, making them difficult to implement within a typical computing course. To address this issue, we have developed an online environment that allows PCRs to take place asynchronously outside of class. We conducted an empirical study that compared a CS 1 course with online PCRs against a CS 1 course with face-to-face PCRs. Our study had three key results: (a) in the course with face-to-face PCRs, student attitudes with respect to self-efficacy and peer learning were significantly higher; (b) in the course with face-to-face PCRs, students identified more substantive issues in their reviews; and (c) in the course with face-to-face PCRs, students were generally more positive about the value of PCRs. In light of our findings, we recommend specific ways online PCRs can be better designed.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"463 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127534411","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: 16

Successful K-12 outreach strategies 成功的K-12外展策略

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953211

Karen Donathan, Barbara Ericson, P. Tymann, H. Walker

{"title":"Successful K-12 outreach strategies","authors":"Karen Donathan, Barbara Ericson, P. Tymann, H. Walker","doi":"10.1145/1953163.1953211","DOIUrl":"https://doi.org/10.1145/1953163.1953211","url":null,"abstract":"Much has been written about the decrease in the number of students pursuing computing in colleges. Unfortunately, most students form their (usually negative) opinions of computing long before they reach college [1], so it is beneficial for university faculty who want to increase college enrollment to do outreach aimed at a younger audience. Activities to promote computing among K-12 students can proceed at several levels, occur in various locations, and involve both students and faculty. College and high school faculty can collaborate in many ways. As teachers of introductory courses, both groups want to generate interest, cover important material, and provide a strong foundation for later work. For example, the AP CS course description includes material that fits well with both high school and introductory college courses. Also, today in both environments, there is much discussion regarding the best approaches for creating excitement and introducing students to computing. Although both faculties need to address common content and utilize active pedagogies, it also is important to acknowledge that college and high school environments are different, and both levels have special opportunities and constraints. Many college faculty are interested in doing K-12 outreach but often do not know where to start or do not know any successful strategies. The purpose of this panel is to present K-12 outreach strategies that have worked and then to provide the audience with the opportunity to brainstorm with the panelists to explore alternate ideas for outreach and to identify new approaches. Some ideas and strategies come from experiences of high school and college teachers working together as part of the AP CS program, but other approaches extend beyond AP CS.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"108 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124816067","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 computer science to K-12 through a summer computing workshop for teachers 通过为教师举办的暑期计算机研讨会向K-12课程介绍计算机科学

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953277

Jiangjiang Liu, Cheng-Hsien Lin, E. Hasson, Z. Barnett

引用次数: 34

Camps on a shoestring: how we survived a summer 小本露营:我们如何度过一个夏天

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953276

Deborah L. Dunn, Robert G. Strader, Michael M. Pickard

引用次数: 6

Which aspects of novice programmers' usage of an IDE predict learning outcomes 新手程序员使用IDE的哪些方面可以预测学习结果

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953309

G. Dyke

引用次数: 26

Session details: Panel 会议详情:

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/3258435

G. Hislop

引用次数: 0

Contextualized approaches to introductory computer science: the key to making computer science relevant or simply bait and switch? 计算机科学入门的情境化方法:使计算机科学相关的关键还是简单的诱饵和转换?

Proceedings of the 42nd ACM technical symposium on Computer science education Pub Date : 2011-03-09 DOI: 10.1145/1953163.1953219

J. Kay

{"title":"Contextualized approaches to introductory computer science: the key to making computer science relevant or simply bait and switch?","authors":"J. Kay","doi":"10.1145/1953163.1953219","DOIUrl":"https://doi.org/10.1145/1953163.1953219","url":null,"abstract":"America's youth perceive Computer Science to be difficult, tedious, boring, irrelevant and asocial. Unfortunately, many traditional introductory Computer Science classes and textbooks do little to improve that image. In contrast, contextualized approaches to teaching introductory Computer Science are very attractive. Instead of writing a leap year program, students can learn about conditional statements by programming a robot to follow a light, or by creating an animation to tell a story, or even by modifying a picture of the college president so that she is wearing a neon orange jacket instead of a navy blue one. The arguments in favor of contextualized approaches to attract non-Computer-Science-majors to our classes are very persuasive. But what about students who then choose to major or minor in Computer Science? Of course we want to offer them interesting and engaging first courses in Computer Science, and indeed this may help with our efforts to attract more students to our programs. But what happens in subsequent semesters? The purpose of this paper is to initiate a general discussion on the use of any sort of \"cool\" new approach into both undergraduate and K-12 Computer Science education. These approaches successfully attract students to study subjects that we ourselves are deeply engaged in. But we need to discuss as a community what happens to students who do choose to major or minor in Computer Science when our individual classes conclude and the rest of their studies commence.","PeriodicalId":137934,"journal":{"name":"Proceedings of the 42nd ACM technical symposium on Computer science education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2011-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129790745","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: 16