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

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How the general public develops perceptions of computer science 公众如何发展对计算机科学的认知
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265793
Maike Kaiser
{"title":"How the general public develops perceptions of computer science","authors":"Maike Kaiser","doi":"10.1145/3265757.3265793","DOIUrl":"https://doi.org/10.1145/3265757.3265793","url":null,"abstract":"What is computer science? That's the underlying question of our research on the perception of computer science among the general population as to what constitutes their concept of it. Two qualitative studies based on grounded theory [6] lead to the development of a model of different types of situations of contacts (SoC). SoC can be classified as perceived and non-perceived contact situations. If a situation is not consciously perceived, a person's concept of computer science remains unchanged. If a situation is consciously perceived, the concept may evolve. The results show that the perception of computer science can either be classified as a \"tool\" which facilitates an individual's professional and private workflow or as an \"obstacle\", which can arise either from the use of software or other digital tools, or externally through guidelines, technical progress or through purchases by third parties (e.g. children and their environment). The distinction between perceived and non-perceived situations of contact and between a tool and an obstacle relies on an individual complexity rating.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"25 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":"126511221","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
Assessment of modeling and simulation in secondary computing science education 中学计算机科学教学中建模与仿真的评价
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265764
Nataša Grgurina, E. Barendsen, C. Suhre, Bert Zwaneveld, K. Veen
{"title":"Assessment of modeling and simulation in secondary computing science education","authors":"Nataša Grgurina, E. Barendsen, C. Suhre, Bert Zwaneveld, K. Veen","doi":"10.1145/3265757.3265764","DOIUrl":"https://doi.org/10.1145/3265757.3265764","url":null,"abstract":"The introduction of the new computing science curriculum in the Netherlands in 2019 raises the need for new evidence-based teaching materials that include practical assignments and guidelines for their assessment. As a part of our research project on teaching Computational Science (modeling and simulation), we participate in these efforts and developed a curriculum intervention including a practical assignment and an accompanying assessment instrument consisting of grading rubrics based on the SOLO taxonomy. In this research paper we focus on the assessment instrument. We describe its development and report on a pilot study carried out in the secondary computing science course implementing the curriculum intervention. The instrument proved to be reliable and effective in tracing high and low levels of the students' achievements in modeling and simulation projects and exposed the expected differences in performance levels of various groups of students, which renders it useful for both formative and summative assessment. Furthermore, our application of the instrument has provided new insights into the needs of specific groups of students to receive instruction prior to and during the work on the assignments.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"14 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":"115634129","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
Developing a theoretically founded data literacy competency model 建立一个理论基础的数据素养胜任力模型
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265766
Andreas Grillenberger, R. Romeike
{"title":"Developing a theoretically founded data literacy competency model","authors":"Andreas Grillenberger, R. Romeike","doi":"10.1145/3265757.3265766","DOIUrl":"https://doi.org/10.1145/3265757.3265766","url":null,"abstract":"Today, data is everywhere: Our digitalized world depends on enormous amounts of data that are captured by and about everyone and considered a valuable resource. Not only in everyday life, but also in science, the relevance of data has clearly increased in recent years: Nowadays, data-driven research is often considered a new research paradigm. Thus, there is general agreement that basic competencies regarding gathering, storing, processing and visualizing data, often summarized under the term data literacy, are necessary for every scientist today. Moreover, data literacy is generally important for everyone, as it is essential for understanding how the modern world works. Yet, at the moment data literacy is hardly considered in CS teaching at schools. To allow deeper insight into this field and to structure related competencies, in this work we develop a competency model of data literacy by theoretically deriving central content and process areas of data literacy from existing empirical work, keeping a school education perspective in mind. The resulting competency model is contrasted to other approaches describing data literacy competencies from different perspectives. The practical value of this work is emphasized by giving insight into an exemplary lesson sequence fostering data literacy competencies.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"94 18 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":"129058211","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: 26
Evaluating responses in source code highlighting tasks: preliminary considerations for automatic assessment 评估源代码突出显示任务中的响应:对自动评估的初步考虑
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265775
M. Kramer, Mike Barkmin, T. Brinda
{"title":"Evaluating responses in source code highlighting tasks: preliminary considerations for automatic assessment","authors":"M. Kramer, Mike Barkmin, T. Brinda","doi":"10.1145/3265757.3265775","DOIUrl":"https://doi.org/10.1145/3265757.3265775","url":null,"abstract":"The reading and understanding of source code is a necessary prerequisite for prospective programmers to write their own code. Thus, a reasonable task is to determine certain concepts like class identifiers in a given source code. In order to automatically evaluate the responses, they must be quantified. Hence, it is vital to have reliable and valid methods of measurement. In this paper we apply different means of measurement on constructed examples and compare them. Cohen's κ seems to be an adequate measure.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"205 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":"124639328","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 survey of Australian teachers' self-efficacy and assessment approaches for the K-12 digital technologies curriculum 澳大利亚K-12数字技术课程教师自我效能感及评估方法调查
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265762
R. Vivian, K. Falkner
{"title":"A survey of Australian teachers' self-efficacy and assessment approaches for the K-12 digital technologies curriculum","authors":"R. Vivian, K. Falkner","doi":"10.1145/3265757.3265762","DOIUrl":"https://doi.org/10.1145/3265757.3265762","url":null,"abstract":"As K-12 computer science (CS) education has been introduced to a number of countries around the world, the CS education community has been busy working to understand the learning and teaching of computing at these year levels, as well as how to build teacher capacity in teaching the subject. So far, much of the work on teacher professional development in K-12 CS education has focused on building content knowledge and skills. In Australia, schools have began implementation phases of the new curriculum, however, as schools are now approaching formal curriculum reporting requirements, we seek to find out how prepared teachers feel they are to assess student learning in Digital Technologies, and what support they require. We present results from an online survey of Australian K-12 teachers in which they were asked to report their self-efficacy of assessing Digital Technologies against the Australian Teacher Professional Standards and various assessment practices. Teachers were also invited to share what they perceived to be the challenges of undertaking assessment and their self-identified needs for supporting assessment and reporting processes. The findings indicate that primary and secondary teachers report reasonable levels of self-efficacy, however, they still require time and support to develop assessment strategies for the subject area. This paper may support other contexts currently shifting from initial capacity building and curriculum familiarisation toward formal assessment and reporting of CS curriculum.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"5 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":"123534732","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
Exploring and evaluating computing systems for use in learning scenarios by creating an E-portfolio: course design and first experiences 探索和评估计算机系统在学习场景中的使用,通过创建一个电子作品集:课程设计和首次体验
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265792
Mike Barkmin, T. Brinda
{"title":"Exploring and evaluating computing systems for use in learning scenarios by creating an E-portfolio: course design and first experiences","authors":"Mike Barkmin, T. Brinda","doi":"10.1145/3265757.3265792","DOIUrl":"https://doi.org/10.1145/3265757.3265792","url":null,"abstract":"In this paper we present a course design for future CS teachers with special attention to the principles of experiential learning and reflective practice. The course aims at enabling the students to explore and evaluate computing systems for their usage in learning scenarios by a hands-on approach. The students are asked to document reflections and their own creative work in an e-portfolio.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"1 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":"125785927","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
Thinking out of the box: comparing metaphors for variables in programming education 跳出框框思考:比较编程教育中变量的隐喻
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265765
F. Hermans, Alaaeddin Swidan, Efthimia Aivaloglou, Marileen Smit
{"title":"Thinking out of the box: comparing metaphors for variables in programming education","authors":"F. Hermans, Alaaeddin Swidan, Efthimia Aivaloglou, Marileen Smit","doi":"10.1145/3265757.3265765","DOIUrl":"https://doi.org/10.1145/3265757.3265765","url":null,"abstract":"When teaching novices programming, misconceptions can occur. Misconception are incorrect beliefs about certain programming concept. For example, some novices think that a variable can hold multiple values, in the case of two consecutive assignment statements, such as x = 5; x = 7. While explaining variables introductory materials often use the metaphor of a box for a variable, which might contribute to the 'multiple values' hypothesis. To investigate this, we design and run a controlled experiment with 496 novice programmers, both children and adults. Half of our participants receive an introductory programming lesson in which we explain a variable as a box, while the other half of participants receive the explanation of a variable as being a label. They are subsequently questioned about their understanding of variables. Our results show that, for the simple questions involving one assignment, the box group performs better. However, for questions involving the misconception --- with two consecutive assignment statements --- the label group outperforms the box group. This however primarily occurs when considering variables of type string, for integers subjects interpret the statements as numeric values to be added.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"57 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":"128426707","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: 55
Successes and challenges in implementing a progressive K-8 computer science curriculum 实施渐进式K-8计算机科学课程的成功与挑战
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265779
L. Tomokiyo
{"title":"Successes and challenges in implementing a progressive K-8 computer science curriculum","authors":"L. Tomokiyo","doi":"10.1145/3265757.3265779","DOIUrl":"https://doi.org/10.1145/3265757.3265779","url":null,"abstract":"As CS for all efforts expand rapidly, the idea of situating curriculum within a progressive school framework is not commonly mentioned. Progressive schools can be characterized by their attention to: the whole child; community; collaboration over competition; social justice; intrinsic motivation; deep understanding; active learning; and \"taking kids seriously.\" Constructivist approaches, in which teachers guide students to the point of discovery as opposed to telling them what they are supposed to know, are important in progressive schools. Because teaching is so responsive to emergent ideas, it can be challenging to implement curriculum designed for another context. In this paper, we present a report from the field in implementing a thoughtful, authentic, and comprehensive K-8 curriculum for inclusive classrooms, sharing successes and challenges.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"54 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":"131445071","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
What do the terms computer, internet, robot, and CD have in common?: an empirical study on term categorization with students 计算机、互联网、机器人和CD这四个术语有什么共同之处?:学生学期分类的实证研究
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265771
T. Brinda, Stephan Napierala, David A. Tobinski, I. Diethelm
{"title":"What do the terms computer, internet, robot, and CD have in common?: an empirical study on term categorization with students","authors":"T. Brinda, Stephan Napierala, David A. Tobinski, I. Diethelm","doi":"10.1145/3265757.3265771","DOIUrl":"https://doi.org/10.1145/3265757.3265771","url":null,"abstract":"The ability to categorize concepts is an essential capability for human thinking and action. This is why both psychology and subject-specific educational research deal with this topic. For computer science education, there have been no corresponding studies available so far. This paper reports on an empirical study in which around 500 German students from primary to higher education were presented with 23 IT-related terms (such as computer, Facebook, hard drive, virus) with a request to assign these to self-defined categories and to give the categories individual names. This paper gives a first insight into the categorization behavior.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"30 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":"122184324","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
Context-based teaching and learning of fundamental computer science concepts: exploring teachers' ideas 基于情境的计算机科学基础概念的教学与学习:教师观念的探索
Proceedings of the 13th Workshop in Primary and Secondary Computing Education Pub Date : 2018-10-04 DOI: 10.1145/3265757.3265772
Jacqueline Nijenhuis-Voogt, P. Meijer, E. Barendsen
{"title":"Context-based teaching and learning of fundamental computer science concepts: exploring teachers' ideas","authors":"Jacqueline Nijenhuis-Voogt, P. Meijer, E. Barendsen","doi":"10.1145/3265757.3265772","DOIUrl":"https://doi.org/10.1145/3265757.3265772","url":null,"abstract":"In context-based education, authentic situations ('contexts') are used as starting points for learning content matter ('concepts'). In this way, contexts provide significance and meaning to the concepts taught. The context-based approach has been investigated extensively in the field of science education. Context-based education has the potential to be a useful strategy in computer science (CS), in particular for teaching and learning of fundamental concepts. Initiatives like Informatik im Kontext confirm that context-based teaching and learning is a promising approach. So far, however, little research has been done on particular aspects of context-based learning in CS, such as the effective selection of contexts, principles for connecting concepts and contexts, and mechanisms for fostering knowledge transfer. This work-in-progress paper reports on an ongoing qualitative study on context-based teaching of fundamental CS concepts connected to algorithmic thinking. The study focuses on experiences and ideas of teachers, as they play a key role in the adaptation of contexts stemming from a rapidly changing field. We conducted semi-structured interviews with CS teachers on the above aspects of context-based teaching. The results reveal various ideas that teachers have on the use and effects of context-based learning and raises questions about the selection of contexts.","PeriodicalId":150942,"journal":{"name":"Proceedings of the 13th Workshop in Primary and Secondary Computing Education","volume":"14 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":"130187409","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
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