The 16th Workshop in Primary and Secondary Computing Education最新文献_第2页

Hopes and Concerns for Digital T-Levels: A Preliminary Study 数字t -水平的希望与担忧:初步研究

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481326

J. Allison

引用次数: 0

A Decade of CS Education in New Zealand’s High Schools: Where Are We At? 新西兰高中计算机科学教育的十年:我们在哪里?

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481321

Chamindi K. Samarasekara, Claudia Ott, A. Robins

{"title":"A Decade of CS Education in New Zealand’s High Schools: Where Are We At?","authors":"Chamindi K. Samarasekara, Claudia Ott, A. Robins","doi":"10.1145/3481312.3481321","DOIUrl":"https://doi.org/10.1145/3481312.3481321","url":null,"abstract":"Although a rigorous computing curriculum equipped with computer science and computer programming achievement standards was introduced in high schools in New Zealand 10 years ago, fewer than 10% of students take these standards. That raises the questions of why the uptake is low, and what were the trends in recent years. Past studies of New Zealand’s computer science and programming standards have tended to concentrate on the nature of the standards, teachers’ reactions to standards, teaching materials and assessment methods. In this research, we analyse the introduction of the computing curriculum over the last decade in terms of student uptake in general, the uptake for different groups of students, students’ progression through these standards and number of schools offering these standards. After analysing the official, nationwide data we can provide the following major findings. First, student participation in all three levels of computer science and programming standards is very low throughout the period. Second, fewer than 50% of high schools offer any of these standards. Finally, large equity gaps remain in enrollment to high school computer science education by socio-economic status, ethnicity and gender.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128608323","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

Computational Thinking in the Mathematics Classroom: Fostering Algorithmic Thinking and Generalization Skills Using Dynamic Mathematics Software 数学课堂中的计算思维:运用动态数学软件培养算法思维和泛化能力

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481319

S. P. Borkulo, Christos Chytas, P. Drijvers, E. Barendsen, J. Tolboom

{"title":"Computational Thinking in the Mathematics Classroom: Fostering Algorithmic Thinking and Generalization Skills Using Dynamic Mathematics Software","authors":"S. P. Borkulo, Christos Chytas, P. Drijvers, E. Barendsen, J. Tolboom","doi":"10.1145/3481312.3481319","DOIUrl":"https://doi.org/10.1145/3481312.3481319","url":null,"abstract":"There are increasing calls for mathematics teachers to foster computational thinking (CT) skills in their lessons and align them with existing curricula and national educational policies. Algorithmic thinking (AT) and generalization are two key elements of CT that are often underrepresented in traditional mathematics lessons. This study investigated how to address AT and generalization aspects in 12th-grade calculus lessons using the dynamic mathematics software GeoGebra. We present a six-lesson intervention designed by an interdisciplinary team of researchers and teachers with a background in computer science and mathematics education that aims to foster pre-university students’ AT and generalization skills in calculus lessons. We evaluated the intervention in a 15 students classroom in the Netherlands through the analysis of students’ workbooks, files, interviews, and the teacher’s logbook. The findings suggest that the intervention was favorably seen by both the teacher and the students, and that their learning and teaching experience was highly satisfactory. The most common challenges for successfully completing the designed material included issues related to getting familiar with GeoGebra, syntax, and effectively using conditional statements. Finally, we report on the learning and teaching experience and discuss strategies to address AT and generalization aspects for teachers who wish to address such CT aspects in mathematics lessons.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124455854","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: 9

CS Learning in Educational Escape Room 教育密室中的计算机科学学习

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481327

Beat Horat, M. Przybylla

引用次数: 0

Pytch — an environment for bridging block and text programming styles (Work in progress) Pytch——一个桥接块和文本编程风格的环境(正在进行中)

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481318

Glenn Strong, B. North

{"title":"Pytch — an environment for bridging block and text programming styles (Work in progress)","authors":"Glenn Strong, B. North","doi":"10.1145/3481312.3481318","DOIUrl":"https://doi.org/10.1145/3481312.3481318","url":null,"abstract":"Block-based programming languages, and Scratch in particular, are widely used to introduce young learners to programming. As these students progress through their education, they want or need to transition to using text-based systems and encounter a number of challenges as they do so. Issues with syntax, text editing, and memorisation are all significant, but the change of programming paradigm is also a challenge. This paper discusses the design and development of a system to help students make the transition to text-based programming environments more easily. Sprites, animations and sound form the basis of most Scratch programs and these engaging features become unavailable at the same time as students are facing transition difficulties related to text editing and program structure. From programs designed in an actor-based event-driven system with easy concurrency, students have to move to procedural or class-based programs where multimedia features are accessed quite differently and programs are designed around explicit event loops. In this paper we introduce a new programming system, Pytch, which embodies “Scratch-Oriented programming” in Python. Using a web-based environment that requires no local setup, students can build Python programs using the familiar sprites and concurrent event-driven model learned in Scratch. The system offers the programming model inspired by Scratch through a Python library and a runtime augmented with a form of managed concurrency. The motivation and related work are discussed, and the system is presented in its current form. The next stage will be to evaluate the effectiveness of the system with users.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114967402","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

Computational thinking: online and offline, plugged and unplugged 计算思维:在线和离线，插电和不插电

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3488711

T. Bell

引用次数: 0

What do Students Want to Know About the Digital World?: Investigating Students’ Interest in CS through self-generated Questions 关于数字世界，学生想知道什么?:通过自创问题调查学生对计算机科学的兴趣

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481334

Stephan Napierala, Fatma Batur, T. Brinda

{"title":"What do Students Want to Know About the Digital World?: Investigating Students’ Interest in CS through self-generated Questions","authors":"Stephan Napierala, Fatma Batur, T. Brinda","doi":"10.1145/3481312.3481334","DOIUrl":"https://doi.org/10.1145/3481312.3481334","url":null,"abstract":"Interest affects not only a person’s personality development and professional career, but it is also an important motivator in the learning process. Despite this, in computer science education, there is a lack of empirical studies on student-specific interests. With this study, we hope to bridge some of the gaps by analyzing the interests of 7th to 10th grade students based on 252 self-generated questions about the digital world. These questions were categorized using four separate category systems derived in part from other research: fields of the digital world, thematic content, type of information requested, and motivation for asking the question. In addition, an analysis of gender and age differences was carried out. The findings suggest that data security and privacy are topics of great concern to students of this age group. Furthermore, students are interested in learning how to program apps or software. This also refers to students who have never taken a computer science class in school. Significant differences were found between boys’ and girls’ motivation for raising questions. For instance, boys asked significantly more questions about applicative knowledge that they could put to use. Finally, we discuss how self-generated questions and interests of students can enhance computer science education.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133891234","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

Investigating Creative and Critical Engagement with Computing in the Hour of Code (Practical Report) 在“编程一小时”中研究创造性和批判性的计算机参与(实践报告)

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-10-18 DOI: 10.1145/3481312.3481314

Luis Morales-Navarro, Y. Kafai, Gayithri Jayathirtha, Mia S. Shaw

引用次数: 3

Data-driven Analysis of Gender Differences and Similarities in Scratch Programs 数据驱动的分析在Scratch程序中的性别差异和相似性

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-08-16 DOI: 10.1145/3481312.3481345

Isabella Graßl, Katharina Geldreich, G. Fraser

{"title":"Data-driven Analysis of Gender Differences and Similarities in Scratch Programs","authors":"Isabella Graßl, Katharina Geldreich, G. Fraser","doi":"10.1145/3481312.3481345","DOIUrl":"https://doi.org/10.1145/3481312.3481345","url":null,"abstract":"Block-based programming environments such as Scratch are an essential entry point to computer science. In order to create an effective learning environment that has the potential to address the gender imbalance in computer science, it is essential to better understand gender-specific differences in how children use such programming environments. In this paper, we explore gender differences and similarities in Scratch programs along two dimensions: In order to understand what motivates girls and boys to use Scratch, we apply a topic analysis using unsupervised machine learning for the first time on Scratch programs, using a dataset of 317 programs created by girls and boys in the range of 8–10 years. In order to understand how they program for these topics, we apply automated program analysis on the code implemented in these projects. We find that, in-line with common stereotypes, girls prefer topics that revolve around unicorns, celebrating, dancing and music, while boys tend to prefer gloomy topics with bats and ghouls, or competitive ones such as soccer or basketball. Girls prefer animations and stories, resulting in simpler control structures, while boys create games with more loops and conditional statements, resulting in more complex programs. Considering these differences can help to improve the learning outcomes and the resulting computing-related self-concepts, which are prerequisites for developing a longer-term interest in computer science.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130836554","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: 13

Effects of Hints on Debugging Scratch Programs: An Empirical Study with Primary School Teachers in Training 提示对初试程序调试的影响:小学教师培训的实证研究

The 16th Workshop in Primary and Secondary Computing Education Pub Date : 2021-08-16 DOI: 10.1145/3481312.3481344

Luisa Greifenstein, Florian Obermüller, Ewald Wasmeier, Ute Heuer, G. Fraser

{"title":"Effects of Hints on Debugging Scratch Programs: An Empirical Study with Primary School Teachers in Training","authors":"Luisa Greifenstein, Florian Obermüller, Ewald Wasmeier, Ute Heuer, G. Fraser","doi":"10.1145/3481312.3481344","DOIUrl":"https://doi.org/10.1145/3481312.3481344","url":null,"abstract":"Bugs in learners’ programs are often the result of fundamental misconceptions. Teachers frequently face the challenge of first having to understand such bugs, and then suggest ways to fix them. In order to enable teachers to do so effectively and efficiently, it is desirable to support them in recognising and fixing bugs. Misconceptions often lead to recurring patterns of similar bugs, enabling automated tools to provide this support in terms of hints on occurrences of common bug patterns. In this paper, we investigate to what extent the hints improve the effectiveness and efficiency of teachers in debugging learners’ programs using a cohort of 163 primary school teachers in training, tasked to correct buggy programs, with and without hints on bug patterns. Our experiment suggests that automatically generated hints can reduce the effort of finding and fixing bugs from 8.66 to 5.24 minutes, while increasing the effectiveness by 34% more correct solutions. While this improvement is convincing, arguably teachers in training might first need to learn debugging “the hard way” to not miss the opportunity to learn by relying on tools. We therefore investigate whether the use of hints during training affects their ability to recognise and fix bugs without hints. Our experiment provides no significant evidence that either learning to debug with hints or learning to debug “the hard way” leads to better learning effects. Overall, this suggests that bug patterns might be a useful concept to include in the curriculum for teachers in training, while tool-support to recognise these patterns is desirable for teachers in practice.","PeriodicalId":224786,"journal":{"name":"The 16th Workshop in Primary and Secondary Computing Education","volume":"66 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116268514","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: 6