Proceedings of the 13th Workshop in Primary and Secondary Computing Education最新文献

Comparing K-5 teachers' reported use of design in teaching programming and planning in teaching writing 比较K-5教师在编程教学中使用设计和在写作教学中使用计划的报告

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265761

Jane Waite, P. Curzon, W. Marsh, Sue Sentance

{"title":"Comparing K-5 teachers' reported use of design in teaching programming and planning in teaching writing","authors":"Jane Waite, P. Curzon, W. Marsh, Sue Sentance","doi":"10.1145/3265757.3265761","DOIUrl":"https://doi.org/10.1145/3265757.3265761","url":null,"abstract":"K-5 teachers teach a range of subjects & develop generic teaching skills; when starting to teach computing, particularly programming, practitioners may not realise that they can draw on these other skills to support their teaching. In a small study of K-5 teachers, potential synergies were suggested between using planning in the the teaching of writing and design in the teaching of programming. In this paper, we explore these synergies by surveying a wider group of teachers (n=207) on their uses of planning and design. Teachers reported the usefulness of planning for writing and design for programmingas equally important. However, there were significant differences in their uses. The majority saw planning as essential in writing & put this into practice in their teaching. For example, they demonstrated the creation of plans, expected students to annotate plans, required students to refer to plans when writing and used plans to differentiate. By contrast, these uses were implemented less frequently in programming tasks. We also report on differences in the confidence of male & female respondents, & between generalists (who teach programming & writing) & specialists (who do not teach writing). For example, females were more confident to teach writing than programming, with males vice versa. Having revealed opportunities for reuse of successful techniques used in teaching writing for the teaching of programming we recommend further work is needed to explore this transfer of pedagogical knowledge.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114139060","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: 4

A curriculum of computational thinking as a central idea of information & media literacy 计算思维课程作为信息和媒体素养的中心思想

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265777

A. Dengel, Ute Heuer

{"title":"A curriculum of computational thinking as a central idea of information & media literacy","authors":"A. Dengel, Ute Heuer","doi":"10.1145/3265757.3265777","DOIUrl":"https://doi.org/10.1145/3265757.3265777","url":null,"abstract":"Using, processing and evaluating digitized information is relevant to every subject in primary and secondary school education. As this information is represented, modified and perceived through analog and digital media, competencies including critical reflection, knowledge, usage, and creation of information and media have been included in the German education system. Due to the highly inter- and transdisciplinary character of these skills, the development of a combined information and media literacy to teach the critical handling, reflection and design of information and (digital) media similar to a classical literacy concerning reading and writing skills. As this skill is fundamental for understanding the everyday digital environment, Computational Thinking poses a central idea of information and media literacy in order to understand how information of the real or fictional world are represented through digital media, how this digitized information is automaticly processed and displayed using media systems as well as how the resulting representations are interpreted. Information and media literacy adresses every subject and school type which is why it has to be integrated into future teacher education curricula. This paper shows the conception and implementation of an Information and Media Literacy certificate for student teachers with a focus on Computational Thinking. Based on recent studies, established curricula for Media Literacy, Computer Literacy and Digital Literacy as well as present Bavarian school curricula for Computer Science, we built the curriculum for the Computational Thinking part of the certificate upon fundamental ideas of Computer Science: Representation of Information, Software Engineering, Algorithms, Networks, Data Integrity and Data Security, Languages, and Physical Computing.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"251 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121413680","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: 4

A congress for children and computational thinking for everyone 这是一场儿童大会，也是一场面向所有人的计算思维大会

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265782

B. Sabitzer, Heike Demarle-Meusel

{"title":"A congress for children and computational thinking for everyone","authors":"B. Sabitzer, Heike Demarle-Meusel","doi":"10.1145/3265757.3265782","DOIUrl":"https://doi.org/10.1145/3265757.3265782","url":null,"abstract":"As final event of the project \"Informatics - A Child's Play?!\", which aimed at introducing computational thinking in primary and secondary schools, the authors initiated the first Children's Congress in 2016 with the main theme of \"Languages - Pictures - Information\". This is now an annual event, where all participating children can slip into the role of researchers and present the results of their projects accomplished together with their teachers as well as teacher students of different master courses. As preparation the project teams get an introduction into computational thinking and several computer science concepts with the task of applying at least one of them in their project and the development of creative products. The themes of the Children's Congress are relatively open and fit into every subject, because our main aim is introducing computational thinking \"by the way\" to all participants. During their work on cross-curricular or even subject specific projects, pupils, students and teachers learn that basics of computational thinking are or can be integrated in every subject. This paper reports on the implementation and procedure of the Children's Congress and gives an overview of the projects accomplished in the first two years (2016 and 2017). It describes how and where computational thinking has been integrated and presents the main results of the evaluation gained from interviews and questionnaires.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134575353","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: 6

Computer science as a fundamental competence for teachers in other disciplines 计算机科学是其他学科教师的基本能力

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265787

Stefan Seegerer, R. Romeike

{"title":"Computer science as a fundamental competence for teachers in other disciplines","authors":"Stefan Seegerer, R. Romeike","doi":"10.1145/3265757.3265787","DOIUrl":"https://doi.org/10.1145/3265757.3265787","url":null,"abstract":"Digitalization leads to fundamental changes in the way we communicate, use technology, work or collect information, but is also having an increasing impact on education. In political contexts, this has recently been summarised under the term \"digital education\". The current discussion is dominated by aspects of usage of digital media in education. However, all subjects, or their related disciplines, are significantly affected by digitalization, e.g. with simulation or data analysis - often considered the third and fourth pillars of science. This results in new topics, methods or strategies for all subjects. In consequence, everyone, including teachers of any subject, requires Computer Science competencies and knowledge, not only for the efficient and effective use of digital technology, but also in order to understand and apply the new topics, methods and approaches. This poster reports first findings of a study on Computer Science competencies necessary in other domains, e.g. for domain specific-tools and methodologies. The study is based on a survey among educational researchers for subject-matter teaching and learning. First findings suggest that digital education must extend its currently strong media and technology focus to reflect the effects of digitalization in the disciplines.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"107 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115550733","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: 4

Are boys more confident than girls?: the role of calibration and students' self-efficacy in programming tasks and computer science 男孩比女孩更自信吗?校准与学生自我效能感在编程任务和计算机科学中的作用

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265773

Maria Kallia, Sue Sentance

{"title":"Are boys more confident than girls?: the role of calibration and students' self-efficacy in programming tasks and computer science","authors":"Maria Kallia, Sue Sentance","doi":"10.1145/3265757.3265773","DOIUrl":"https://doi.org/10.1145/3265757.3265773","url":null,"abstract":"Computer programming is regarded as a difficult subject at both school and university. There have been a vast amount of studies with a focus on identifying students' difficulties, common errors and misconceptions in programming, and on the development and design of instructional techniques that could potentially help students overcome these difficulties. Nevertheless, there are few studies that explore students' performance in programming under the prism of self-regulation theory. To this end, the current study considers girls' and boys' calibration and how it is related with their performance in programming, self-evaluation, and self-efficacy in computer science. Calibration is a measure of the accuracy with which people assess their confidence in their own performance. The results of our study suggest that boys feel significantly more efficacious in computer science than girls, as well as make significantly more accurate predictions (better calibrated) of their programming performance than girls. The implications of these findings for the current education practices are outlined and discussed.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125500285","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: 20

Flexible low-cost activities to develop novice code comprehension skills in schools 灵活的低成本活动，在学校培养新手的代码理解技能

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265776

Peter Donaldson, Q. Cutts

引用次数: 4

Towards a unified model for digital education 建立统一的数字教育模式

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265759

T. Brinda

{"title":"Towards a unified model for digital education","authors":"T. Brinda","doi":"10.1145/3265757.3265759","DOIUrl":"https://doi.org/10.1145/3265757.3265759","url":null,"abstract":"The ongoing process of digitization has led to the development of various strategy papers both on an international as well as on a national level focusing on the question which competences young people should develop during their school education concerning digitalization to be best prepared for what is called the \"digital world\". The computing education community has developed a number of recommendations for computing curricula (such as K12CS) and has argued, why it is important for everybody to build a basic understanding of the technical principles underlying digitalization. On the other hand, recommendations for \"digital competence\" (such as DigCom) focus more on developing digital literacy and on adequately selecting and using digital media and this focus is currently preferred by educational politicians in the process of implementation in schools. However, both approaches are just different perspectives on digitalization and should be considered individually during school education for everybody. Since the different concepts do overlap to some extent, we analyzed a choice of them using the method of qualitative content analysis with the aim to detect overlaps and differences in addressed concepts and competencies. The results of this process will be used as the foundation of a \"unified model for digital education\". First results of this process are shown and the implications for teacher education are discussed.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116637605","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

Infusing computational thinking into middle grade science classrooms: lessons learned 将计算思维注入中学科学课堂:经验教训

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265778

Veronica Catété, Nicholas Lytle, Yihuan Dong, D. Boulden, Bita Akram, Jennifer Houchins, T. Barnes, E. Wiebe, James C. Lester, Bradford W. Mott, K. Boyer

{"title":"Infusing computational thinking into middle grade science classrooms: lessons learned","authors":"Veronica Catété, Nicholas Lytle, Yihuan Dong, D. Boulden, Bita Akram, Jennifer Houchins, T. Barnes, E. Wiebe, James C. Lester, Bradford W. Mott, K. Boyer","doi":"10.1145/3265757.3265778","DOIUrl":"https://doi.org/10.1145/3265757.3265778","url":null,"abstract":"There is a growing need to present all students with an opportunity to learn computer science and computational thinking (CT) skills during their primary and secondary education. Traditionally, these opportunities are available outside of the core curriculum as stand-alone courses often taken by those with preparatory privilege. Researchers have identified the need to integrate CT into core classes to provide equitable access to these critical skills. We have worked in a research-practice partnership with two magnet middle schools focused on digital sciences to develop and implement computational thinking into life sciences classes. In this report, we present initial lessons learned while conducting our design-based implementation research on integrating computational thinking into middle school science classes. These case studies suggest that several factors including teacher engagement, teacher attitudes, student prior experience with CS/CT, and curriculum design can all impact student engagement in integrated science-CT lessons.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122911798","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: 23

Computing in the physical world engages students: impact on their attitudes and self-efficacy towards computer science through robotic activities 物理世界中的计算机吸引学生:通过机器人活动影响他们对计算机科学的态度和自我效能

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265770

A. Theodoropoulos, Prokopis Leon, Angeliki Antoniou, George Lepouras

引用次数: 4

Proceedings of the 13th Workshop in Primary and Secondary Computing Education 第十三届中小学计算机教育研讨会论文集

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757

引用次数: 0