Proceedings of the 21st Koli Calling International Conference on Computing Education Research最新文献_第4页

Preconceptions of Artificial Intelligence and their change through co-constructed explorations 人工智能的先入之见及其通过共同构建探索的变化

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490511

M. Lenke

引用次数: 0

Exploring the Prevalence of SQL Misconceptions: a Study Design 探究SQL误解的普遍性:一项研究设计

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489961

Daphne Miedema, Efthimia Aivaloglou, G. Fletcher

引用次数: 1

Developing and evaluating the concept data awareness for K12 computing education K12计算机教育中概念数据意识的发展与评价

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490509

Lukas Höper

引用次数: 0

Opportunities to Fail: Using Peer-review to support Assessment Literacy in Cyber Security 失败的机会:利用同行评议来支持网络安全的评估素养

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3489967

Joseph Maguire, Rosanne English

引用次数: 1

No Gender Difference in CS1 Grade for Students with Programming from High School: An Exploratory Study 高中编程学生CS1年级无性别差异:一项探索性研究

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488071

B. Gjelsten, Gunnar R. Bergersen, Dag I.K. Sjøberg, Q. Cutts

{"title":"No Gender Difference in CS1 Grade for Students with Programming from High School: An Exploratory Study","authors":"B. Gjelsten, Gunnar R. Bergersen, Dag I.K. Sjøberg, Q. Cutts","doi":"10.1145/3488042.3488071","DOIUrl":"https://doi.org/10.1145/3488042.3488071","url":null,"abstract":"Programming is an increasingly important skill in the 21st century. Therefore, many education systems internationally offer non-compulsory programming (NCP) courses during high school years. Aim. Our goal is to study the effect of NCP on first-semester student performance in CS1. Because interest in computing is more often associated with men than women, we also want to study gender differences. Method. A total of 232 students from a Norwegian university were involved in the study. High school grades from the public student registry were analysed together with questionnaire data and the CS1 grade. Results. The students with NCP performed significantly better in CS1 than those without (average grade 4.4 vs. 3.6, where A, B, … , F is coded as 5, 4, … , 0). For women the difference in performance with and without NCP was 4.4 vs. 3.2, for men it was 4.4 vs. 3.8. Conclusion. This study shows that for students with NCP, the notorious gender difference in CS1 performance was absent. The other results merit further considerations regarding mathematics and science backgrounds, grades, prior experience, and self-efficacy.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"22 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":"120960035","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

Flipped Classroom Teaching in a Mathematics for Technology Course: Recommendations for Success 技术数学课程的翻转课堂教学:成功的建议

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488046

J. Allison

引用次数: 1

Spatial Skills and Demographic Factors in CS1 CS1的空间技能与人口因素

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488049

Ann-Marie Ly, Jack Parkinson, Q. Cutts, Michael Liut, Andrew Petersen

{"title":"Spatial Skills and Demographic Factors in CS1","authors":"Ann-Marie Ly, Jack Parkinson, Q. Cutts, Michael Liut, Andrew Petersen","doi":"10.1145/3488042.3488049","DOIUrl":"https://doi.org/10.1145/3488042.3488049","url":null,"abstract":"Motivation Prior studies have established that training spatial skills may improve outcomes in computing courses. Very few of these studies have, however, explored the impact of spatial skills training on women or examined its relationship with other factors commonly explored in the context of academic performance, such as socioeconomic background and self-efficacy. Objectives In this study, we report on a spatial skills intervention deployed in a computer programming course (CS1) in the first year of a post-secondary program. We explore the relationship between various demographic factors, course performance, and spatial skills ability at both the beginning and end of the term. Methods Data was collected using a combination of demographic surveys, existing self-efficacy and CS1 content instruments, and the Revised PVST:R spatial skills assessment. Spatial skills were evaluated both at the beginning of the term and at the end, after spatial skills training was provided. Results While little evidence was found to link spatial skills to socioeconomic status or self-efficacy, both gender identity and previous experience in computing were found to be correlated to spatial skills ability at the start of the course. Women initially recorded lower spatial skills ability, but after training, the distribution of spatial skills scores for women approached that of men. Discussion These findings suggest that, if offered early enough, spatial skills training may be able to remedy some differences in background that impact performance in computing courses.","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":"116551645","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: 7

An Event Listener or an Event Handler?: Students Explain Event-drivenness in JavaScript 事件监听器还是事件处理程序?:学生解释JavaScript中的事件驱动

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488051

Aleksi Lukkarinen, T. Lehtinen, Lassi Haaranen, L. Malmi

引用次数: 0

The Importance of Context: Assessing the Challenges of K-12 Computing Education Through the Lens of Biggs 3P Model 情境的重要性:通过比格斯3P模型的视角评估K-12计算机教育的挑战

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3488043

J. Allison

{"title":"The Importance of Context: Assessing the Challenges of K-12 Computing Education Through the Lens of Biggs 3P Model","authors":"J. Allison","doi":"10.1145/3488042.3488043","DOIUrl":"https://doi.org/10.1145/3488042.3488043","url":null,"abstract":"The evolution and innovation of technology within society has caused many changes and challenges for computing education. However, the root cause of these challenges are often misunderstood, or neglected. Therefore, this paper deals with the question of identifying the contextual factors that create the challenges which exist in K-12 computing education. To do this, the perspectives of 32 English college employees were considered, with the challenges and contextual factors identified being mapped to Biggs 3P Model of classroom learning. Through this process, in addition to a short comparison between English and Finnish education systems and policy, the 3P Model was re-framed to include the fourth P of Policy consisting of ‘government priorities’, and ‘regulatory bodies’. Findings indicate the extent to which contextual factors influence the challenges and effectiveness of computing education, and how many of these factors are interlinked, despite ranging from macro-environment trends and policy to an individual student’s knowledge of programming. Together, these findings raise important philosophical questions of what computing education is, and what the goals of computing education should be. The answers to these questions have significant implications for practice, which practitioners and policy makers must consider for the design of any computing program of study, while the amended 3P Model can be used to identify the contextual factors which may influence the effectiveness of such programs. Furthermore, this paper contributes to the limited body of research concerning English college education, and more specifically perspectives regarding computing education in this context.","PeriodicalId":218947,"journal":{"name":"Proceedings of the 21st Koli Calling International Conference on Computing Education Research","volume":"20 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":"121623058","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

Stepwise Help and Scaffolding for Java Code Tracing Problems With an Interactive Trace Table 使用交互式跟踪表逐步帮助和搭建Java代码跟踪问题

Proceedings of the 21st Koli Calling International Conference on Computing Education Research Pub Date : 2021-11-10 DOI: 10.1145/3488042.3490508

Zak Risha, Jordan Barria-Pineda, Kamil Akhuseyinoglu, Peter Brusilovsky

引用次数: 2