Proceedings of the 2019 ACM Conference on International Computing Education Research最新文献_第2页

Exploring the Use of Video Reflection as a Professional Development Tool 探索视频反思作为专业发展工具的使用

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3341213

Cassandra Broneak, Chery Lucarelli, J. Rosato

{"title":"Exploring the Use of Video Reflection as a Professional Development Tool","authors":"Cassandra Broneak, Chery Lucarelli, J. Rosato","doi":"10.1145/3291279.3341213","DOIUrl":"https://doi.org/10.1145/3291279.3341213","url":null,"abstract":"The use of video recording in the classroom has the potential to improve pre- and in-service teacher practice. This poster explores the use of video as a virtual-visit and professional development tool for computer science educators at the high school level. The Mobile Computer Science Principles (CSP) program offers a rigorous professional development (PD) and curriculum for new and experienced computer science teachers. With support from the National Science Foundation, the program was able offer a stipend to teachers who completed the research requirements, which for the online program included recording, reflecting on, and submitting a 10-minute unedited video of educators implementing a chosen lesson in their course. In addition to the video submission and reflection, teachers reviewed and commented on others videos in a protected online environment. Researchers have begun examining the teacher reflections and the comments. This poster presents preliminary common themes and findings from teacher video reflections, video comments, focus group data, and an end of course survey. Trends surrounding student engagement, teacher confidence, and teacher views of effective pedagogical strategies such as growth mindset and pair programming have emerged. Results show that while computer science educators can often feel isolated in their school environment, video serves as a powerful tool for promoting connectedness and individual reflection. Creating a space where teachers can reflect on their own teaching is an important professional development opportunity. Results show that while computer science educators can often feel isolated in their school environment, video serves as a powerful tool for promoting connectedness and individual reflection. The use of video helps teachers to how to develop and implement best teaching practices and pedagogical strategies effectively into their classroom.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133245870","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: 2

Identifying Teachers' Technological Pedagogical Content Knowledge for Computer Science in the Primary Years 小学计算机科学教师技术教学内容知识的识别

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339410

R. Vivian, K. Falkner

{"title":"Identifying Teachers' Technological Pedagogical Content Knowledge for Computer Science in the Primary Years","authors":"R. Vivian, K. Falkner","doi":"10.1145/3291279.3339410","DOIUrl":"https://doi.org/10.1145/3291279.3339410","url":null,"abstract":"Best practice for building teacher capacity in subject domains requires strong links to be made between the curriculum content, pedagogy and the effective use of teaching resources. Until recently primary school computing education has largely focused on developing digital literacy and the effective use Information Communication Technologies (ICTs) for learning and teaching. However, the introduction of new Computer Science (CS) curricula worldwide raises a significant need for finding ways to build our understanding of effective learning and teaching and how to build teacher capacity. The technological, pedagogical and content knowledge (TPACK) model has been adopted by teachers and education researchers for understanding and designing purposeful classroom technology integration across subject areas. While TPACK has been well-researched in other subject areas, such as mathematics and science, limited research has harnessed TPACK for CS. We adopt the TPACK model as a framework to analyse teachers' contributions to an online teacher professional development (PD) community for algorithms and programming, further exploring differences associated with teacher confidence. We present examples of TPACK generated by teachers that demonstrate the unique and complex nature of TPACK for CS and build a conceptualisation of TPACK for primary years' CS. Our paper has implications for the design of primary years CS PD for teachers and the evaluation of teachers' professional knowledge in CS education.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115866612","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: 22

Inferential Statistics in Computing Education Research: A Methodological Review 计算机教育研究中的推理统计:方法论回顾

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339408

Kate Sanders, Judithe Sheard, Brett A. Becker, Anna Eckerdal, Sally Hamouda, Simon

引用次数: 21

Native Language's Effect on Java Compiler Errors 本地语言对Java编译错误的影响

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339423

Kyle Reestman, Brian Dorn

{"title":"Native Language's Effect on Java Compiler Errors","authors":"Kyle Reestman, Brian Dorn","doi":"10.1145/3291279.3339423","DOIUrl":"https://doi.org/10.1145/3291279.3339423","url":null,"abstract":"Novice student compilation behaviors are well documented by prior research, but those findings are derived from instructional contexts that are largely in English-dominant locales. Speakers of languages other than English face unique challenges while learning to program like partial localization of applications and programming language syntax based on English-only keywords. This study examines compiler errors of novice programming students from different native language backgrounds to explore potential differences in their error distributions relative to those in English dominant contexts. For example, it is plausible that students from non-English language backgrounds would experience more \"unknown identifier\" types of errors while programming with English keywords and API methods. Using data from the BlueJ Blackbox database, we analyzed error distributions for users based on country and language group characteristics. Statistical analysis showed a statistically significant difference in error distributions between native language groups; however, effect sizes were very weak indicating that the differences have little practical significance in terms of guiding either language or instructional design. However, these results may support drawing broader inferences from earlier Java compilation behavior studies to global contexts.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115391995","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: 19

A Spaced, Interleaved Retrieval Practice Tool that is Motivating and Effective 一个间隔，交错检索练习工具，是激励和有效的

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339411

Iman YeckehZaare, P. Resnick, Barbara Ericson

{"title":"A Spaced, Interleaved Retrieval Practice Tool that is Motivating and Effective","authors":"Iman YeckehZaare, P. Resnick, Barbara Ericson","doi":"10.1145/3291279.3339411","DOIUrl":"https://doi.org/10.1145/3291279.3339411","url":null,"abstract":"Retrieval practice, spacing, and interleaving are known to enhance long-term learning and transfer, but reduce short-term performance. It can be difficult to get both students and instructors to use these techniques since they perceive them as impeding initial student learning. We leveraged user experience design and research techniques, including survey and participant observation, to improve the design of a practice tool during a semester of use in a large introductory Python programming course. In this paper, we describe the design features that made the tool effective for learning as well as motivating. These include requiring spacing by giving credit for each day that a student answered a minimum number of questions, adapting a spaced repetition algorithm to schedule topics rather than specific questions, providing a visual representation of the evolving schedule in order to support meta-cognition, and providing several gameful design elements. To assess effectiveness, we estimated a regression model: each hour spent using the practice tool over the course of a semester was associated with an increase in final exam grades of 1.04%, even after controlling for many potential confounds. To assess motivation, we report on the amount of practice tool use: 62 of the 193 students (32%) voluntarily used the tool more than the required 45 days. This provides evidence that the design of the tool successfully overcame the typically negative perceptions of retrieval practice, spacing, and interleaving.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"143 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121638827","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: 21

Developing Student's Computational Thinking through Agent-Based Modeling in Secondary Education 在中学教育中运用基于主体的建模培养学生的计算思维

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339430

Line Have Musaeus

引用次数: 2

Designing Programming Education Course for Senior Citizens: Lifelong Learning in the Age of the 100-Year Life 设计老年人程序设计教育课程:百岁时代的终身学习

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3341200

Y. Ohashi, H. Yamachi, Yasuhiro Murokoshi, Fumihiro Kumeno, Y. Tsujimura

{"title":"Designing Programming Education Course for Senior Citizens: Lifelong Learning in the Age of the 100-Year Life","authors":"Y. Ohashi, H. Yamachi, Yasuhiro Murokoshi, Fumihiro Kumeno, Y. Tsujimura","doi":"10.1145/3291279.3341200","DOIUrl":"https://doi.org/10.1145/3291279.3341200","url":null,"abstract":"In this study, we report the curriculum of a programming course case study of senior citizens jointly implemented by the university and a local government in Japan. The objective of the course is to offer high-quality lifelong learning opportunities for retired seniors. The program also offers them necessary skills for impacting programming education in the local elementary schools, and the participatory action research (PAR) was adopted as a research method. Through a questionnaire and participant observation, we design the course by collecting the opinions of a lecturer or assistant to understand the manner in which the participants developed human relations and learning for one year. The research objectives are to study the learnability of the programming course and the course operation among differently aged participants. Through qualitative analysis, we observed distinct characteristics of senior learners with respect to their diversities in terms of motivation, background knowledge, and skills. The second course was taught by senior lecturers who had previously attended the course and the learnability of the second course was better than the previous one. With respect to the instructional design for senior citizens, scheduling, pacing, and diverse learning styles were observed to be the key. For future study, we attempt to address the conflicts among members and guarantee the quality of education for senior lecturers to support the teaching of programming in elementary schools. This study was supported by JSPS KAKENHI Grant Number JP18K02828.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"215 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130837243","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

A Student's View of Concurrency - A Study of Common Mistakes in Introductory Courses on Concurrency 学生对并发性的看法——并发性入门课程中常见错误的研究

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339415

Filip Strömbäck, Linda Mannila, Mikael Asplund, Mariam Kamkar

{"title":"A Student's View of Concurrency - A Study of Common Mistakes in Introductory Courses on Concurrency","authors":"Filip Strömbäck, Linda Mannila, Mikael Asplund, Mariam Kamkar","doi":"10.1145/3291279.3339415","DOIUrl":"https://doi.org/10.1145/3291279.3339415","url":null,"abstract":"This paper investigates common misconceptions held by students regarding concurrency in order to better understand how concurrency education can be improved in the future. As a part of the exam in two courses on concurrency and operating systems, students were asked to identify and eliminate any concurrency issues in a piece of code as a part of their final exam. Different types of mistakes were identified and the 216 answers were sorted into categories accordingly. The results presented in this paper show that while most students were able to identify the cause of an issue given its symptoms, only approximately half manage to successfully eliminate the concurrency issues. Many of the incorrect solutions fail to associate shared data with a synchronization primitive, e.g. using one lock to protect multiple instances of a data structure, or multiple locks to protect the same instance in different situations. This suggests that students may not only have trouble dealing with concepts related to concurrency, but also more fundamental concepts related to the underlying computational model. Finally, this paper proposes possible explanations for the students' mistakes in terms of improper mental models, and suggests types of problems that highlight the issues with these mental models to improve students' understanding of the subject.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126392001","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: 11

Educator Supports in Broadening Participation in Computing 教育工作者支持扩大计算机参与

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339439

S. Moudgalya

引用次数: 0

Too Much Technology (?): Pre-service Teachers' Perceptions, Concerns, and Interest in CS Education 太多的技术(?):职前教师对计算机科学教育的看法、关注和兴趣

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3341201

J. Hur

{"title":"Too Much Technology (?): Pre-service Teachers' Perceptions, Concerns, and Interest in CS Education","authors":"J. Hur","doi":"10.1145/3291279.3341201","DOIUrl":"https://doi.org/10.1145/3291279.3341201","url":null,"abstract":"The purpose of this presentation is to report K-5 pre-service teachers' perceptions, concerns, and interest in computer science (CS) education. To help pre-service teachers prepare for the new Alabama technology Standards, CS education activities and resources were integrated into a stand-alone technology integration course. A total of 68 pre-service teachers majoring in early childhood and elementary education participated in the study. Before CS lessons, participants completed a pre-survey examining their perceptions and interest in teaching CS in their future classrooms. During classes, participants were introduced various CS resources including CS Unplugged, code.org, Ozobot, and Scratch. Participants were asked to create a story using Scratch and reflect on their programming experiences. A post-survey including questions similar to the pre-survey was distributed at the end of the course. The analysis of pre-survey presented that while participants shared positive views on teaching CS, they had concerns about too much emphasis on technology in K-5 classrooms. About 27% of participants disagreed with teaching CS in their future classrooms due to their concerns of excessive technology reliance. Over 36% of participants shared a lack of confidence in teaching CS before they learned CS lessons. The analysis of post-survey and reflections revealed that class activities helped participants develop positive perspectives on CS education and boost their confidence in teaching CS. While participants shared increased interest and confidence in teaching CS, the findings showed that only 17% of participants felt very confident in teaching CS, suggesting a need to provide additional trainings to help future teachers' CS teaching.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129060550","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