Proceedings of the 21st Koli Calling International Conference on Computing Education Research最新文献_第3页

Evaluating a Pedagogy for Improving Conceptual Transfer and Understanding in a Second Programming Language Learning Context 评估在第二编程语言学习环境中提高概念迁移和理解的教学法

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488050

Ethel Tshukudu, Q. Cutts, M. Foster

{"title":"Evaluating a Pedagogy for Improving Conceptual Transfer and Understanding in a Second Programming Language Learning Context","authors":"Ethel Tshukudu, Q. Cutts, M. Foster","doi":"10.1145/3488042.3488050","DOIUrl":"https://doi.org/10.1145/3488042.3488050","url":null,"abstract":"Near novice programmers face transfer challenges when learning a second or subsequent programming language (PL). Although these transfer challenges are known, minimal attention is given to developing a pedagogic model that can guide educators in improving transfer in the classroom. We therefore propose a transfer pedagogy that uses implicit, explicit, and bridging techniques which align with the Model of Programming Language Transfer (MPLT) predictions. To evaluate this pedagogy, we conducted a between-subject study with a total of 62 second-year undergraduate students who were transitioning from Python to Java. The study was for the duration of the first two and a half weeks of the Java course. We provide the quantitative and qualitative results on the effects of this pedagogy on learning programming concepts in the new Java language. We also report the lecturer’s views on using the pedagogy. The results show that students who used the transfer pedagogy performed significantly better in the post-test than the control group in most concepts. The qualitative results showed that 88% of the students appreciated the explicit teaching interventions, with some students noting they helped with avoiding transfer mistakes and made them understand concepts better. The lecturer also appreciated the value of the pedagogy, taking it as an opportunity to help students learn deeper programming concepts. However, they reported some challenges too. These findings suggest that the transfer pedagogy is beneficial and can be of value to second programming language learning.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"117 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":"124661336","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

Reading Between the Lines:Student Help-Seeking for (Un)Specified Behaviors 阅读字里行间:学生寻求(非)特定行为的帮助

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488072

J. Wrenn, S. Krishnamurthi

引用次数: 3

Diversifying Accessibility Education: Presenting and Evaluating an Interdisciplinary Accessibility Training Program 多元化无障碍教育:跨学科无障碍培训计划的呈现与评估

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490021

Jin Kang, Adrian D. C. Chan, Chantal M. J. Trudel, Boris Vukovic, A. Girouard

{"title":"Diversifying Accessibility Education: Presenting and Evaluating an Interdisciplinary Accessibility Training Program","authors":"Jin Kang, Adrian D. C. Chan, Chantal M. J. Trudel, Boris Vukovic, A. Girouard","doi":"10.1145/3488042.3490021","DOIUrl":"https://doi.org/10.1145/3488042.3490021","url":null,"abstract":"There is a growing emphasis to educate STEM students about accessibility, so that they can become accessibility advocates. We introduce a community-based accessibility training program that brings together graduate students in STEM and related fields, called the Research and Education in Accessibility, Design, and Innovation (READi). Going beyond academic degree training, this program includes five training components: (1) a graduate course on accessibility and inclusive design, (2) an Action Team Project (ATP), (3) a Retreat, (4) Workshops, and (5) a Symposium. As our initial program assessment, we analyzed 22 students’ written program reflection and found three themes that highlight what students learned about accessibility and professional skills (Theme 1: Learning Outcomes), what students planned on doing after the training (Theme 2: Future Endeavors), and how students want the program to improve (Theme 3: Program Improvement). We advance accessibility education by introducing an innovative training that embraces collaboration among local community, faculty, and multidisciplinary cohorts of graduate students.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"19 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":"128952643","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

Looking at the main Method – An Educator’s Perspective 从教育工作者的角度看主要方法

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488068

T. Busjahn, Simon, James H. Paterson

{"title":"Looking at the main Method – An Educator’s Perspective","authors":"T. Busjahn, Simon, James H. Paterson","doi":"10.1145/3488042.3488068","DOIUrl":"https://doi.org/10.1145/3488042.3488068","url":null,"abstract":"There have been a number of studies on gaze tracking in programming, examining how people read program code when tasked with understanding it, but the implications for programming education are not always entirely clear. We tracked the gaze of both novices and experts while they were reading small Java programs, and subsequently interviewed some of the participants about that task. While experts typically said that they start by looking for the program’s entry point, novices appeared not to follow such a purposeful approach. Subsequent analysis of the gaze data confirms this effect. Experts attend to the main method early on when reading a program without looking at much else beforehand. They also read main more comprehensively than the rest of the program. Novices, on the other hand, arrive at main much later and only after having already read much of the code above main, which was located at the end of the code. We conclude that there is potential benefit in explicitly guiding novices in the art of reading code and the importance of attending to main as they do so – teaching them how to read as an aspect of teaching them how to write.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"248 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":"122070048","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

”CodeInnova”: A Unified Framework for Teaching Programming and Computational Thinking In Primary Schools “CodeInnova”:小学编程与计算思维教学的统一框架

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489964

Denis Zhidkikh, Janne Fagerlund, Marika Peltonen, M. Vesisenaho

引用次数: 0

Improving Student Takeaway in an Introductory Numerical Analysis/Scientific Computing Course: A Threshold Concepts Approach 提高学生对数值分析/科学计算入门课程的理解:阈值概念方法

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489971

J. Calver, P. Muir, Tom Fairgrieve

引用次数: 0

A Scratch Challenge: Middle School Students Working with Variables, Lists and Procedures Scratch挑战:中学生使用变量，列表和过程

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488065

Giulia Paparo, M. Hartmann, Mareen Grillenberger

{"title":"A Scratch Challenge: Middle School Students Working with Variables, Lists and Procedures","authors":"Giulia Paparo, M. Hartmann, Mareen Grillenberger","doi":"10.1145/3488042.3488065","DOIUrl":"https://doi.org/10.1145/3488042.3488065","url":null,"abstract":"With the “Lehrplan 21” school curriculum, a new subject “Media and Computer Science” was introduced in the German-speaking cantons of Switzerland. The curriculum defines competence areas that should be achieved by students within this subject. One such competence area is that middle school students should be able to develop executable and correct computer programs that use variables and subprograms. To evaluate and analyze how middle school students work with these more abstract CS concepts, we organized a Scratch Challenge – an online programming competition using the block-based programming language Scratch. We then compared the 203 submitted projects with an analysis of projects from the general Scratch repository. We found a similar use of types and quantities of blocks per projects (when considering projects developed in a short timeframe), but also an increased use of the targeted abstract concepts (especially of procedures), potentially influenced by the educational materials we provided for the challenge. Secondly, we examined the way middle school students work with these abstract concepts in Scratch, the errors they typically make, which challenges they face and the preconceptions they might have. These results contribute to the little studied area of middle school students working with more abstract concepts, such as variables, lists and procedures in Scratch. With this contribution, we hope to support schools to implement the aims of the “Lehrplan 21” successfully, and at the same time gain insight into the use of Scratch for teaching and learning more advanced CS concepts.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"284 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":"122293075","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

Using data cards for teaching data based decision trees in middle school 数据卡在中学决策树教学中的应用

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489966

Susanne Podworny, Yannik Fleischer, Sven Hüsing, Rolf Biehler, Daniel Frischemeier, Lukas Höper, Carsten Schulte

引用次数: 3

Promoting Students’ Progress-Monitoring Behavior during Block-Based Programming 促进学生在基于块的编程过程中的进度监控行为

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488064

S. Marwan, Preya Shabrina, Alexandra Milliken, Ian Menezes, Veronica Catété, T. Price, T. Barnes

{"title":"Promoting Students’ Progress-Monitoring Behavior during Block-Based Programming","authors":"S. Marwan, Preya Shabrina, Alexandra Milliken, Ian Menezes, Veronica Catété, T. Price, T. Barnes","doi":"10.1145/3488042.3488064","DOIUrl":"https://doi.org/10.1145/3488042.3488064","url":null,"abstract":"Providing students with adaptive feedback on their progress on programming problems has been shown to motivate students and improve their performance, but little is known about how such feedback might impact student self-regulated learning during programming. Self-regulated learning (SRL) involves student planning a task, monitoring their progress, and reflecting on the outcome. We explored students’ SRL behaviors, particularly progress monitoring, when programming using each of three different scaffolds. The first scaffold is a subgoal checklist for the given programming task, the second adds automated, binary completion feedback on each subgoal, and the third adaptively reflects an automated percent progress estimate of student progress on each. Through interviews and programming logs from 17 students solving a problem in a block-based programming environment, we investigated the extent to which each scaffold supported student SRL. Our qualitative study results suggest that all three scaffolds could be useful for student SRL, but students felt that a combination of the checklist and progress feedback provided them with a balance of autonomy and motivation to persevere in programming. Furthermore, our results suggest that explaining how the automated feedback system works may have encouraged students to reason about the feedback they receive, which was a key intended outcome to improve SRL during programming.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"108 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":"123099321","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 Kingdom for a Button: Students’ Thoughts about Buttons 纽扣的王国:学生对纽扣的思考

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490170

Aleksi Lukkarinen, Arto Hellas, Lassi Haaranen

引用次数: 0