Proceedings of the 21st Koli Calling International Conference on Computing Education Research最新文献_第2页

Regex Parsons: Using Horizontal Parsons Problems to Scaffold Learning Regex Regex Parsons:使用水平Parsons问题来支撑学习Regex

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489968

Zihan Wu, Barbara Ericson, Christopher A. Brooks

引用次数: 2

Wrong Answers for Wrong Reasons: The Risks of Ad Hoc Instruments 错误原因的错误答案:特设工具的风险

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488045

L. Chiodini, Matthias Hauswirth

{"title":"Wrong Answers for Wrong Reasons: The Risks of Ad Hoc Instruments","authors":"L. Chiodini, Matthias Hauswirth","doi":"10.1145/3488042.3488045","DOIUrl":"https://doi.org/10.1145/3488042.3488045","url":null,"abstract":"To evaluate novel pedagogies, approaches, and tools, Computer Science Education researchers often conduct experiments to look for differences among groups treated with different interventions. The methodological rigor of such experiments affects the soundness of the conclusions the researchers can draw. In this paper we focus on a central aspect of such experimental research: the instruments used to assess participants’ knowledge. Specifically, we study the use of ad hoc instruments and the risks due to their insufficient validation. We present a literature survey that highlights how, even though standardized instruments exist, the majority of published experiments in the last five years at major Computer Science Education conferences carries out pre/post-tests using ad hoc instruments, often with multiple-choice as question type. We demonstrate the risks of such commonly used but insufficiently validated multiple-choice instruments. We propose a richer way to analyze and assess the correctness of answers to multiple-choice questions, requiring participants to add brief explanation texts as a justification of each answer. We run an experiment and analyze the collected answers using the two approaches, with and without explanations, to show that the risk of drawing opposite conclusions from the statistical analysis is real.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"34 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":"132228724","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

Towards a Framework of Planning Collaborative Learning Scenarios in Computer Science 计算机科学协同学习场景规划框架的构建

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488044

Anja Hawlitschek, Sarah Berndt, S. Schulz

引用次数: 1

Intercontinental evidence on learners’ differentials in sense-making of machine learning in schools 关于学习者在学校机器学习意义构建方面的差异的洲际证据

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490514

I. T. Sanusi

引用次数: 11

Teaching Students to Fix Programming Errors with Tutorials Embedded in an IDE 教学生在IDE中嵌入教程来修复编程错误

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489969

Olli Kiljunen

引用次数: 1

CT 2.0 CT 2.0

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488053

M. Tedre, P. Denning, Tapani Toivonen

{"title":"CT 2.0","authors":"M. Tedre, P. Denning, Tapani Toivonen","doi":"10.1145/3488042.3488053","DOIUrl":"https://doi.org/10.1145/3488042.3488053","url":null,"abstract":"CT has been the central rallying point for K-12 computing education at least since the early 2010s. Many teachers, school administrators, and policymakers have joined the movement. A consensus has emerged over the conceptual landscape of CT. Meanwhile, machine learning (ML) has triggered some major changes in many sectors of computing. Children’s lives today are full of ML-driven services—take TikTok’s spot-on recommendations, social media’s automatic tagging of their friends in photos, and targeted personalized advertisement, just to mention a few. Children cannot learn to think about and design ML technology from learning classical programming. ML is poised to upend the CT consensus. Look at some of the changes ML has already triggered in computing. It has enabled greatly improved speech and image recognition, powerful recommendations on streaming services, autonomous navigation of cars, super-human performance in board and computer games, and even alternative-reality “deepfake” videos. Most advances in topics above are due to hardware evolution to non-traditional, special purpose architectures, new algorithms such as convolutional neural networks (CNN) or generative adversarial networks (GAN), and new objectives and measures of success. We will show that several key CT concepts, including debugging, problem-solving workflow, correctness, and notional machines, are insufficient for ML and need to be extended. Moreover, ML introduces new concepts including neural networks, curating and training data, and reinforcement learning that are not part of CT at all. All these changes challenge the traditional views related to teaching CT in K–12. ML is not the only emerging technology appearing in the computing landscape. Quantum computing and biological computing are not far behind. We need to start rethinking how CT must evolve to anticipate and meet these challenges.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"61 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":"131315459","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

Principles to facilitate design-based learning environments for programming in secondary education while making learning visible in an authentic way 促进基于设计的中学编程学习环境的原则，同时使学习以真实的方式可见

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488067

Bas Van Zadelhoff, E. Rahimi, E. Barendsen

{"title":"Principles to facilitate design-based learning environments for programming in secondary education while making learning visible in an authentic way","authors":"Bas Van Zadelhoff, E. Rahimi, E. Barendsen","doi":"10.1145/3488042.3488067","DOIUrl":"https://doi.org/10.1145/3488042.3488067","url":null,"abstract":"Design-based learning (DBL) environments seem a promising instructional approach to facilitating students’ learning of programming concepts via applying them to develop various digital artifacts such as games, websites, robots, and software applications. However, there is a lack of theory-grounded principles to facilitate DBL environments for programming in K-12. In the absence of such principles, some essential elements of DBL such as the reciprocal link between ”design” and ”learning” processes might be easily neglected which can sacrifice ”learning” in favor of ”making” and degrade constructionist-based learning-by-making initiatives in programming to a form of ”shallow constructionism” or doing for the sake of making with no significant impact on the students’ programming knowledge. In this study we formulated a set of principles to facilitate DBL environments for learning programming concepts in K-12 while making learning visible in an authentic way (i.e., without breaking the realistic design setting using separate tests), built upon related educational theories and concepts, including Constructionism, scaffolding, Context-based learning, Collaborative learning, and design-based learning. We instantiated these principles to develop a course for learning about algorithms for secondary school students. The developed course was implemented in five secondary schools (with 5 teachers and 87 students) and evaluated based on the experience of the participating teachers and students. The results of the evaluation helped us to reflect on the applicability of the principles and refine them.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"122 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":"133496065","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

Exploring Algorithm Comprehension: Linking Proof and Program Code 探索算法理解:链接证明和程序代码

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488061

Philipp Kather, J. Vahrenhold

引用次数: 2

Visual recipes for slicing and dicing data: teaching data wrangling using subgoal graphics 切片和切块数据的可视化食谱:使用子目标图形教学数据争论

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488063

Lovisa Sundin, Nourhan Sakr, Juho Leinonen, Sherif Aly, Q. Cutts

{"title":"Visual recipes for slicing and dicing data: teaching data wrangling using subgoal graphics","authors":"Lovisa Sundin, Nourhan Sakr, Juho Leinonen, Sherif Aly, Q. Cutts","doi":"10.1145/3488042.3488063","DOIUrl":"https://doi.org/10.1145/3488042.3488063","url":null,"abstract":"The rising demand for data wrangling skills in today’s global market poses new challenges for the programming education community. Non-majors often need to learn it quickly alongside their other subjects. Previous research suggests that subgoal labels offer a powerful scaffolding strategy to help novices decompose problems. Because data wrangling is inherently easy to represent graphically, we wonder whether such labels could be augmented with subgoal graphics. To test this idea, we developed an online tutorial that features subgoal graphics in both programmatic and non-programmatic data wrangling exercises. Following an RCT paradigm, a control group is only given subgoal labels, without any graphics. The platform collects learner activity in order to evaluate the pedagogical benefits. Participants were recruited from multiple institutions (N=197, 134). Our results did not show a significant difference in various learner performance metrics, however subjective feedback from our participants suggest that learners perceive the graphics to be very helpful. We discuss possible reasons for the apparent disparity between objective and subjective data.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"136 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":"114754407","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

The Boolean Dilemma: Representing Gender as Data Type 布尔困境:将性别表示为数据类型

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489960

Natalie Kiesler, Benedikt Pfülb

引用次数: 1