Proceedings of the 13th Workshop in Primary and Secondary Computing Education最新文献_第2页

The need for a learning model in coderdojo mentoring practice 在coderdojo指导实践中需要一个学习模型

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265785

Abeer Alsheaibi, Glenn Strong, R. Millwood

引用次数: 1

What do secondary school students associate with the digital world? 中学生会把什么与数码世界联系在一起?

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265763

T. Brinda, Stephan Napierala, Gero Alexander Behler

{"title":"What do secondary school students associate with the digital world?","authors":"T. Brinda, Stephan Napierala, Gero Alexander Behler","doi":"10.1145/3265757.3265763","DOIUrl":"https://doi.org/10.1145/3265757.3265763","url":null,"abstract":"In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. As a result, a process of defining \"education in the digital world\" began, which is not yet completed. But what is the digital world anyway from the students' points of view? In this paper, we present answers to this question given by 198 students, who were in grades 5, 8, 9, 10, 11 or 12 of German secondary schools. As part of an association test, we asked them first for the terms they think of, when they hear the term \"digital world\", and repeated this procedure afterwards with the pair of terms \"digital world and computer science\". They often associated terms such as computer, cell phone and internet, but also programming, communication, and social networks, but could only partially relate their terms to computer science. Our results show that the age, gender, extent of computer science education received and the free time students spent on computer science topics influenced the associations they gave. Especially for the variable age differences in the level of abstraction of the given answers could be identified. Furthermore, the results indicate, in which areas it might be worthwhile in follow-up studies to investigate learners' interests.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"49 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":"124184534","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: 5

Cheerful confusion and a thirst for knowledge: tales from the primary school computing classrooms 快乐的困惑和求知欲:来自小学计算机课堂的故事

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265758

J. Robertson

{"title":"Cheerful confusion and a thirst for knowledge: tales from the primary school computing classrooms","authors":"J. Robertson","doi":"10.1145/3265757.3265758","DOIUrl":"https://doi.org/10.1145/3265757.3265758","url":null,"abstract":"I have spent many years designing projects and software which I, as a computer scientist, thought would help school children learn about computing. Last year, with an experienced and imaginative teacher educator as my guide, I went on a journey to learn what children and teachers already know about computing and discover what they would like to learn more about. Over the course of ten months, we worked with fourteen primary school teachers who wanted to develop computational thinking in their classrooms. The teachers learned about basic ideas in computational thinking, and developed and adapted interdisciplinary activities to teach these to their learners. Through professional dialogue with their peers, they reflected on, and shared the challenges of using these activities in their classrooms. We visited the classrooms of these teachers to explore the children's views about the activities and to gauge the children's knowledge and interest in computing. This was a humbling experience for me as I learned how skilled the teachers were in teaching computational concepts in a way which all their learners could understand, by integrating computational thinking with other curricular activities. I was heartened by the children's interest and curiosity about computing in their everyday lives, even as I noted their confusion and puzzlement about the interface between hardware and software. As a result of these experiences, I believe that CS educators and researchers should increase our efforts to understand the existing computing knowledge base of children and teachers.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"130 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":"129382765","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

An instructional model to link designing and conceptual understanding in secondary computer science education 中学计算机科学教学中设计与概念理解相联系的教学模式

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265768

E. Rahimi, E. Barendsen, I. Henze

{"title":"An instructional model to link designing and conceptual understanding in secondary computer science education","authors":"E. Rahimi, E. Barendsen, I. Henze","doi":"10.1145/3265757.3265768","DOIUrl":"https://doi.org/10.1145/3265757.3265768","url":null,"abstract":"In design-based education, students use scientific concepts to inform their artifact-making endeavors. On the other hand, artifact-making activities are meant to deepen students' conceptual understanding. However, no strategy has been described that explicitly links conceptual development and artifact-making endeavors in computer science design projects in an authentic way. To fill this gap, in this 'work in progress' study, we developed an instructional model for fusion designing and conceptual learning in CS education. A key component of the model is the 'intermediate design products' which play a critical role in connecting designing and conceptual learning. The model served to develop exemplary lesson materials meant to enhance students' algorithmic thinking. The materials were implemented and evaluated in four classes. The results suggest the model provides opportunities to improve students' algorithmic thinking. Furthermore, intermediate products turn out to be promising inputs for (formative) assessment of conceptual development in design projects by capturing and revealing students' misconceptions about basic CS concepts.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"33 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":"134184654","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

Teaching computing in primary school: create or fix? 小学计算机教学:创新还是修复?

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265791

Tom Neutens, F. Wyffels

引用次数: 0

A block based editor for Python Python的基于块的编辑器

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265788

Glenn Strong, Sean O'Carroll, N. Bresnihan

引用次数: 9

Talking at cross purposes: perceived learning barriers by students and teachers in programming education 讨论的目的不一致:编程教育中学生和老师的学习障碍

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265769

Norbert Dorn, Marc Berges, Dino Capovilla, Peter Hubwieser

引用次数: 8

The computing repair cafe: a concept for repair cafes in computing edcuation 计算机维修咖啡馆:计算机教育中维修咖啡馆的概念

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265781

Carsten Schulte, J. Krüger, A. Gödecke, Ann-Katrin Schmidt

引用次数: 2

A case study of flipped classroom for automata theory in secondary education 中学自动机理论翻转课堂教学案例研究

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265780

Alexander Wolf, Arno Wilhelm-Weidner, U. Nestmann

引用次数: 3

Off to new shores: preparing primary school teachers for teaching algorithmics and programming 在新的领域:培养小学教师教授算法和编程

Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265783

Katharina Geldreich, Mike Talbot, Peter Hubwieser

引用次数: 7