Proceedings of the 21st Koli Calling International Conference on Computing Education Research最新文献

iThinkSmart: Immersive Virtual Reality Mini Games to Facilitate Students’ Computational Thinking Skills iThinkSmart:沉浸式虚拟现实小游戏，促进学生的计算思维能力

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489963

J. Agbo, S. Oyelere, Jarkko Suhonen, M. Tukiainen

引用次数: 4

An Analysis of the Formal Properties of Bloom's Taxonomy and Its Implications for Computing Education 布鲁姆分类法的形式性质分析及其对计算机教育的启示

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488069

J. Velázquez‐Iturbide

{"title":"An Analysis of the Formal Properties of Bloom's Taxonomy and Its Implications for Computing Education","authors":"J. Velázquez‐Iturbide","doi":"10.1145/3488042.3488069","DOIUrl":"https://doi.org/10.1145/3488042.3488069","url":null,"abstract":"Educational taxonomies provide conceptual frameworks to deal with different educational issues. In particular, Bloom's taxonomy is popular in CSE, especially in programming courses for assessment purposes. However, different authors have reported difficulties of use, and have even suggested as hypothetical cause an inherent deficiency of the taxonomy. In this paper, we present an analysis of the formal properties of the two versions of Bloom's taxonomy. According to their authors’ intents, the original taxonomy should be considered a comparative system, while the revised taxonomy would be a classification system derived from the product of two simpler classifications. However, our analysis shows that, among other deficiencies, the taxonomies are ill-defined as classification systems. Two major implications of the analysis are: (a) that instructors’ difficulties are primarily due to the taxonomies themselves, not to instructors, and (b) an identification of those features of the taxonomies that are deficient, and that therefore allow explaining the difficulties reported. Finally, we discuss some implications of these findings, both in general and for CSE, as well as possible future actions.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115049195","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

Three +1 Perspectives on Computational Thinking 计算思维的三+1视角

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490024

Sebastian Mateos Nicolajsen, Magda Pischetola, P. Grabarczyk, Claus Brabrand

{"title":"Three +1 Perspectives on Computational Thinking","authors":"Sebastian Mateos Nicolajsen, Magda Pischetola, P. Grabarczyk, Claus Brabrand","doi":"10.1145/3488042.3490024","DOIUrl":"https://doi.org/10.1145/3488042.3490024","url":null,"abstract":"Computational Thinking (CT) is a highly contentious subject with many diverging meanings and definitions. This study presents a preliminary literature review of 71 peer-reviewed articles on CT. The papers indicate the existence of five main aspects that have historically been used in association with its definition: Algorithm, Abstraction, Modelling, Simulation, and Implementation. Based on this preliminary literature study, semi-structured interviews with eight CT scholars are conducted, in order to evaluate these aspects and to identify qualitatively different perspectives on CT, which integrate the mentioned aspects in different ways. From the interviews, three different perspectives emerged, focusing on: Reasoning, Simplification, and Automation. Furthermore, the goal of having computationally educated citizens is extrapolated from the interviews, indicating an additional perspective (+1) titled Empowerment, which appears as embedded within all the previous three perspectives. This paper proposes to put these three (+1) perspectives in dialogue, in an effort to support researchers and practitioners working with CT across different fields.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124702274","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

Epistemic Programming - An insight-driven programming concept for Data Science 认知编程-数据科学的一个洞察力驱动的编程概念

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490510

Sven Hüsing

{"title":"Epistemic Programming - An insight-driven programming concept for Data Science","authors":"Sven Hüsing","doi":"10.1145/3488042.3490510","DOIUrl":"https://doi.org/10.1145/3488042.3490510","url":null,"abstract":"This dissertation develops a didactic concept that focuses on using, adapting, and programming data-driven digital artifacts to gain new insights about the world. In terms of orientation, this approach differs from those that focus on creating software or learning how to use data as an end in itself. Instead, in the context of authentic data projects, students learn to use computer science methods as a magnifying glass to explore and analyze the world. To achieve this, they need to learn, in particular, about the use of these data-driven digital artifacts and about the data itself. By conducting such authentic programming projects, students are supposed to gain a differentiated perspective of programming in terms of getting to know another point of view that differs from the more product-orientated one, often imparted in school today. The concept, therefore, highlights the important role of data and digital artifacts regarding the active acquisition of knowledge and thus illustrates the general educational character of programming. The goal of this dissertation is to evaluate, how far this programming concept changes students’ and teachers’ attitudes towards programming and how it enables students to actively gain insights about their own environment.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"155 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132401357","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: 1

Building a Better SQL Automarker for Database Courses 建立一个更好的SQL自动标记数据库课程

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489970

Muyu Wang, Naaz Sibia, Ilir Dema, Michael Liut, C. Suárez

{"title":"Building a Better SQL Automarker for Database Courses","authors":"Muyu Wang, Naaz Sibia, Ilir Dema, Michael Liut, C. Suárez","doi":"10.1145/3488042.3489970","DOIUrl":"https://doi.org/10.1145/3488042.3489970","url":null,"abstract":"This work introduces and demonstrates the viability of a novel SQL automarking tool (“SQAM”) that: (1) provides a fair grade to the student, one which matches the student’s effort and understanding of the course material, and (2) to provide personalized feedback, allowing the student to remain engaged in the material and learn from their mistakes while still being in that headspace. Additionally, we strive to ensure that our tool maintains the same standards (grade and feedback) that a highly qualified member of teaching staff would produce, so we compare and contrast our automarker’s results to that of teaching assistants over several historic offerings of the same database course at a large research intensive public institution, while reducing the grading time, thus enabling the teaching staff to channel more time into instruction. Furthermore, we describe SQAM’s design and our model which applies the aggregate result of four different string similarity metrics to compute solution similarity in conjunction with our discretization process to fairly evaluate a student’s submission. Our results show that SQAM produces very similar grades to those which were historically given by teaching assistants.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131290728","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: 1

Learning in Context: A First Look at a Graduate Apprenticeship 情境下的学习:研究生学徒制初见

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490020

S. Dziallas, S. Fincher, M. Barr, Q. Cutts

{"title":"Learning in Context: A First Look at a Graduate Apprenticeship","authors":"S. Dziallas, S. Fincher, M. Barr, Q. Cutts","doi":"10.1145/3488042.3490020","DOIUrl":"https://doi.org/10.1145/3488042.3490020","url":null,"abstract":"In this paper, we examine a new Graduate Apprenticeship program. Graduate Apprenticeships (and degree-level apprenticeships more broadly) were established in the United Kingdom with the expressed goal of addressing the persistent skills gap, with employers facing difficulties in recruiting adequately skilled employees, and at the same time promoting opportunities for students who would not have otherwise pursued a computing degree. We take a 360-degree view of this novel program and explore why the university chose to pursue it, why the employers decided to participate in it, and how the students are experiencing it. To do so, we draw on three kinds of data: life story interviews with students in the first cohort of the Graduate Apprenticeship that focus on the individual learning journeys that brought them to the program; a consultation and series of individual interviews with employers to examine their aims for participating in the program; a diary study with all apprentices over a period of four weeks to explore the kinds of work they were doing on a day-to-day basis in their companies. In our “first look” at this program, we highlight aspects that make it particularly attractive to this student body and explore the actual work apprentices are doing in their companies after a year in the program. As well as providing local insight, we more broadly present this program in its context as an example of an evolutionary response to forces on an educational system.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130976257","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

Teaching computing in school: is K-12 research reaching classroom practice? 学校的计算机教学:K-12研究是否达到了课堂实践?

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3491040

Sue Sentance

{"title":"Teaching computing in school: is K-12 research reaching classroom practice?","authors":"Sue Sentance","doi":"10.1145/3488042.3491040","DOIUrl":"https://doi.org/10.1145/3488042.3491040","url":null,"abstract":"If we believe that every child has a right to, or will benefit from, learning about computing in school, then this leads to a responsibility for education policy makers to implement a computing curriculum and to make it available for all. This is the change that we have seen over the last decade, with computing increasingly becoming part of the school curriculum in countries around the world [12]. At the same time, there is a need for research to inform schools and teachers on effective ways of teaching computing concepts and skills to young people [10]. Consequently, the number of research papers and projects focusing on K-12 computing education has grown significantly over the last decade. But is that research reaching the classroom? If not, what are the mechanisms that we can use to ensure that it does? And what are the complexities that influence the relationship and flow of knowledge between computing education research, teaching practice and education policy. In this talk, I highlight ways in which research findings can be implemented in school education and the influence that research can have on educational policy. Although this talk focuses on K-12 education, much of the discussion is equally relevant to higher education.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126687657","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: 3

“Learning from mistakes is the best thing”: Risk and Persistence at Hackathons “从错误中学习是最好的事情”:黑客马拉松的风险和坚持

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490175

Caroline D. Hardin

{"title":"“Learning from mistakes is the best thing”: Risk and Persistence at Hackathons","authors":"Caroline D. Hardin","doi":"10.1145/3488042.3490175","DOIUrl":"https://doi.org/10.1145/3488042.3490175","url":null,"abstract":"Hackathons are time-bound collaborative computer science competitions increasingly popular at undergraduate institutions. It is often claimed that their failure-friendly environment helps students become better computer scientists. The same features which encourage risk-taking, however, may increase imposter syndrome and stereotype threat. Furthermore, if hackathons really do radically celebrate emergent projects, why do so many participants leave without showcasing their work? This work addresses two research questions: 1) Do students consider hackathons as a space which is safe for taking risks and learning through failure? And 2) How does participants’ perception of risk affect their decisions to persist or quit the main event competition? Extensive mixed methods data was collected from student attendees, professors, and industry sponsors of three undergraduate computer science hackathons. Constructionism was used to understand participant learning through making in a failure-friendly environment, and social cognitive career theory was used to determine how risk affects decisions on continued participation. Results showed participants largely felt that risk was good for learning, although they did worry about their classwork, health, meeting their own standards, and public embarrassment. They felt much more free to take risks than in their CS classes, and wanted 60% of the skills they used to be new. External conflicts or an unfinished project were the reasons that half of participants didn’t submit for judging. As almost 80% of hackathon attendees have CS related majors, these findings have implications for how risks can be productively used for learning both at hackathons and CS classes.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115247190","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: 3

Exploring Indicators to Promote Pre-service Teachers’ Self-Efficacy in Programming Tasks 职前教师规划任务自我效能感提升指标探索

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489965

Bernhard Standl, Nadine Schlomske-Bodenstein

引用次数: 1

Evaluating Computer Science Professional Development for Teachers in the United States 评估美国教师的计算机科学专业发展

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488054

Monica Mcgill, Rebecca Zarch, Stacey Sexton, Julie M. Smith, Christine Ong, M. Rasberry, Shelly Hollis

{"title":"Evaluating Computer Science Professional Development for Teachers in the United States","authors":"Monica Mcgill, Rebecca Zarch, Stacey Sexton, Julie M. Smith, Christine Ong, M. Rasberry, Shelly Hollis","doi":"10.1145/3488042.3488054","DOIUrl":"https://doi.org/10.1145/3488042.3488054","url":null,"abstract":"Teacher professional development (PD) is a key factor in enabling teachers to develop mindsets and skills that positively impact students. It is also a key step in building capacity for computer science (CS) education in K-12 schools. Successful CS PD meets primary learning goals and enable teachers to grow their self-efficacy, asset and equity mindset, and interest in teaching CS. As part of a larger study, we conducted a secondary analysis of CS PD evaluation instruments (). We found that instruments across providers were highly dissimilar with limited data collected for measures related to teacher learning, which has implications for future K-12 CS education. Likewise, the instruments were limited in being connected to student learning and academic growth. As a way to enable PD providers to construct measures that align with known impacting factors, we offer recommendations for collecting demographic data and measuring program satisfaction, content knowledge, pedagogical content knowledge, growth and equity mindset, and self-efficacy. We also highlight questions for PD providers to consider when constructing their evaluation, including reflecting community values, the goals of the PD, and how the data collected will be used to continually improve CS programs.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115963861","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