Proceedings of the 2019 ACM Conference on International Computing Education Research最新文献_第7页

Reducing Caribbean's Students' "Code-Phobia" with Programming in Scratch 用Scratch编程减少加勒比学生的“代码恐惧症”

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3341214

C. Berry, Marlon Walcott

{"title":"Reducing Caribbean's Students' \"Code-Phobia\" with Programming in Scratch","authors":"C. Berry, Marlon Walcott","doi":"10.1145/3291279.3341214","DOIUrl":"https://doi.org/10.1145/3291279.3341214","url":null,"abstract":"In the Caribbean, Information Technology (IT) students have generally performed poorly on the problem solving and programming areas of the Caribbean Secondary Education Certificate (CSEC) Examinations (CSEC Reports, 2015 & 2017) which may have resulted in a generalised phobia of programming careers. IT students' first introduction to coding is delayed until Grade 10 and they have limited time to demonstrate mastery in the high stakes CSEC examination. At this age, the proper steps to solving computer-based problems are not in place, yet students are expected to learn the syntax of a programming language and translate their solutions into a computer program. This puts them at a disadvantage for \"completely new job types\" (WEForum Report, 2016). Learning is easier when children perceive it as fun. Gamification is a popular methodology in education research (Rahman, Ahmad & Ashim, 2018). Additionally, play has been shown to increase students' IQ (Jamaica Gleaner, August 22, 2018). Therefore, a better approach is to expose children at an earlier age to coding through the user-friendly and fun programming language - Scratch. Studies have shown it to be useful in introducing children to the fundamentals of programming (Ortiz-Colon & Romo, 2016). This should help with developing their critical thinking skills while learning coding principles such as sequencing, algorithms and looping. This study will employ a multi-method approach using surveys, observations and interviews. The findings may be of benefit to policy and practice with regards to the teaching of coding at the CSEC level by reducing ?code-phobia? and fostering 'code-philia'.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"114 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":"133988959","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

Evaluating a Scalable Program for Undergraduate CS Research 评估一个可扩展的本科计算机科学研究项目

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339406

Christine Alvarado, Sergio Villazon, Burçin Tamer

{"title":"Evaluating a Scalable Program for Undergraduate CS Research","authors":"Christine Alvarado, Sergio Villazon, Burçin Tamer","doi":"10.1145/3291279.3339406","DOIUrl":"https://doi.org/10.1145/3291279.3339406","url":null,"abstract":"Undergraduate research experiences have been shown to have many positive effects on undergraduates including increased confidence, sense of belonging and retention. However, many previous studies of undergraduate research experiences have focused on advanced undergraduate (juniors and seniors) in one-on-one research experiences with a faculty mentor. Less is known about the effects of early undergraduate research, particularly via opportunities that scale beyond one-on-one faculty-student relationships to encompass large numbers of early undergraduates. The research question addressed in this work is whether a more scalable group-based research model aimed at early undergraduates from groups underrepresented in computing would show the same kinds of benefits for participants as more personalized one-on-one programs aimed at more advanced students. We evaluated a group-based early research program in the computer science department of a large public university. Through survey data and direct measurements of performance and retention several years after students had completed the program, we found that students who participated in this program have higher overall GPAs, more confidence, and more interest in research compared to several different control groups. Our design also allowed us to examine the considerable impact that selection bias can have on the evaluation of research programs. This work both validates the scalable structure of this research program and provides a richer perspective on the benefits of early undergraduate research in CS.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"757 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":"116117902","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: 14

Spatial Encoding Strategy Theory: The Relationship between Spatial Skill and STEM Achievement 空间编码策略理论:空间技能与STEM成绩的关系

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339414

Lauren E. Margulieux

{"title":"Spatial Encoding Strategy Theory: The Relationship between Spatial Skill and STEM Achievement","authors":"Lauren E. Margulieux","doi":"10.1145/3291279.3339414","DOIUrl":"https://doi.org/10.1145/3291279.3339414","url":null,"abstract":"Learners' spatial skill is a reliable and significant predictor of achievement in STEM, including computing, education. Spatial skill is also malleable, meaning it can be improved through training. Most cognitive skill training improves performance on only a narrow set of similar tasks, but researchers have found ample evidence that spatial training can broadly improve STEM achievement. We do not yet know the cognitive mechanisms that make spatial skill training broadly transferable when other cognitive training is not, but understanding these mechanisms is important for developing training and instruction that consistently benefits learners, especially those starting with low spatial skill. This paper proposes the spatial encoding strategy (SpES) theory to explain the cognitive mechanisms connecting spatial skill and STEM achievement. To motivate SpES theory, the paper reviews research from STEM education, learning sciences, and psychology. SpES theory provides compelling post hoc explanations for the findings from this literature and aligns with neuroscience models about the functions of brain structures. The paper concludes with a plan for testing the theory's validity and using it to inform future research and instruction. The paper focuses on implications for computing education, but the transferability of spatial skill to STEM performance makes the proposed theory relevant to many education communities.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"47 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":"132113191","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

Evaluating the Effectiveness of Parsons Problems for Block-based Programming 评估基于块的程序设计中的Parsons问题的有效性

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339419

Rui Zhi, Min Chi, T. Barnes, T. Price

{"title":"Evaluating the Effectiveness of Parsons Problems for Block-based Programming","authors":"Rui Zhi, Min Chi, T. Barnes, T. Price","doi":"10.1145/3291279.3339419","DOIUrl":"https://doi.org/10.1145/3291279.3339419","url":null,"abstract":"Parsons problems are program puzzles, where students piece together code fragments to construct a program. Similar to block-based programming environments, Parsons problems eliminate the need to learn syntax. Parsons problems have been shown to improve learning efficiency when compared to writing code or fixing incorrect code in lab studies, or as part of a larger curriculum. In this study, we directly compared Parsons problems with block-based programming assignments in classroom settings. We hypothesized that Parsons problems would improve students' programming efficiency on the lab assignments where they were used, without impacting performance on the subsequent, related homework or the later programming project. Our results confirmed our hypothesis, showing that on average Parsons problems took students about half as much time to complete compared to equivalent programming problems. At the same time, we found no evidence to suggest that students performed worse on subsequent assignments, as measured by performance and time on task. The results indicate that the effectiveness of Parsons problems is not simply based on helping students avoid syntax errors. We believe this is because Parsons problems dramatically reduce the programming solution space, letting students focus on solving the problem rather than having to solve the combined problem of devising a solution, searching for needed components, and composing them together.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"31 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":"132350489","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: 25

K-6 Introductory Programming: Why Early Years Learning through Play Matters K-6入门编程:为什么早期通过游戏学习很重要

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 2019-07-30 DOI: 10.1145/3291279.3339442

Elizabeth Cole

{"title":"K-6 Introductory Programming: Why Early Years Learning through Play Matters","authors":"Elizabeth Cole","doi":"10.1145/3291279.3339442","DOIUrl":"https://doi.org/10.1145/3291279.3339442","url":null,"abstract":"Play-based learning improves the health of young children under the age of eight. It is essential for a child's physical, social, emotional well-being and cognitive development. Screen time and digital devices, on the other hand, remain a contentious issue at this critical period of rapid brain development. With this in mind, the increase of computing education curricula calls for cognitively appropriate pedagogy at this age and stage of a child's formal education. This thesis explores the early play experiences of one hundred young children participating in an introductory programming course. Survey data on participants early play experiences and socio-economic status (SES) was gathered and analysed in relation to their progress on the course. The lessons, delivered by non-specialist class teachers immerse children in the core concepts of computing science. Next children learn about the tools that apply the core concepts before creating solutions. Emerging findings show no relationship between participants SES status and progress. However, early play experiences do matter because the cognitive demands of block programming environments are similar to those developed through play for early literacy.","PeriodicalId":174454,"journal":{"name":"Proceedings of the 2019 ACM Conference on International Computing Education Research","volume":"34 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":"126102941","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

Proceedings of the 2019 ACM Conference on International Computing Education Research 2019年ACM国际计算教育研究会议论文集

Proceedings of the 2019 ACM Conference on International Computing Education Research Pub Date : 1900-01-01 DOI: 10.1145/3291279

引用次数: 0