Proceedings of the Workshop in Primary and Secondary Computing Education最新文献

{"title":"Frame-Based Editing: Easing the Transition from Blocks to Text-Based Programming","authors":"Michael Kölling, Neil C. C. Brown, Amjad AlTadmri","doi":"10.1145/2818314.2818331","DOIUrl":"https://doi.org/10.1145/2818314.2818331","url":null,"abstract":"Block-based programming systems, such as Scratch or Alice, are the most popular environments for introducing young children to programming. However, mastery of text-based programming continues to be the educational goal for students who continue to program into their teenage years and beyond. Transitioning across the significant gap between the two editing styles presents a difficult challenge in school-level teaching of programming. We propose a new style of program manipulation to bridge the gap: frame-based editing. Frame-based editing has the resistance to errors and approachability of block-based programming while retaining the flexibility and more conventional programming semantics of text-based programming languages. In this paper, we analyse the issues involved in the transition from blocks to text and argue that they can be overcome by using frame-based editing as an intermediate step. A design and implementation of a frame-based editor is provided.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129701654","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}

{"title":"Early Education: What Does Computing Has to Do with it, and in What Ways?","authors":"M. Armoni","doi":"10.1145/2818314.2834898","DOIUrl":"https://doi.org/10.1145/2818314.2834898","url":null,"abstract":"The issue of early computing education is very complex. It has connections with many other -- close and less close -- domains. In this talk I intend to touch some of these connections, to some extent. Obviously, such a light treatment, of some of the connections, and only to a certain extent cannot lead us to well-formed conclusions regarding early teaching of computing. Specifically, by the end of this talk we probably will not be able to agree on the proper age to start computing education, or on the corresponding didactic philosophy. But, there is a good chance that by the end of this talk you will become familiar with the set of the relevant connections and the domains they connect. Historically, computing education started in universities and colleges. Then came high-school computing education. In some countries this happened earlier than in others, while it is still waiting to happen in other countries. The next stage was middle school, and even below, to primary school, down to ages as young as 5. Not surprisingly, a common strategy, used in many (mainly earlier) cases, was to rely on a pedagogic approach and a curriculum of a certain level and adapt it to a lower-age level. Adaptation is for example using a simpler language, more suited to younger students, to teach the same set of knowledge units. Another example is deleting from the programs complete units, usually the most advanced ones. As most, if not all of you, already know this is not a very effective strategy. Many pedagogic methodologies that help and support learning of undergraduate students do not work (and sometimes even disturb or hinder) when it comes to learning processes of high-school students. Of course, the same holds when going down from the high-school level to the middle-school level. This is even more explicit when going down from the middle-school level to the lower levels of primary school. Obviously, this is due to students' age. Younger students probably understand the same material slower than older students. They need more help, more guidance and support. So, if we take our adapted program, but allocate more teaching hours, and perhaps even more teaching staff, will that improve students' learning? No, it will not, as probably anyone would guess. A third-grade student is not merely younger than himself or herself in 10th grade. Cognitive-wise, one can quite safely say that these are different children. During school years a child undergoes a huge cognitive development. As this process of cognitive development moves forward, the child abandons certain thinking patterns and strategies, and acquires others instead. Such a clearly different set of thinking patterns and tools calls for a different pedagogical planning. Instead of adapting a well-tested and reliable program for older students, one must start all over again, from scratch, wearing different pedagogical glasses. So, educational curricular theories that are applicable to school ages are relevant. Peda","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"199 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114557050","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}

{"title":"Master Teachers in Computing: What have we achieved?","authors":"N. Smith, Y. Allsop, Helen Caldwell, David Hill, Y. Dimitriadi, A. Csizmadia","doi":"10.1145/2818314.2818332","DOIUrl":"https://doi.org/10.1145/2818314.2818332","url":null,"abstract":"Recent changes to the teaching of Computing in all schools in England have been profound and wide-ranging, changing the subject from one focussed on the use of ICT products to one focussed on the understanding and creation of computing systems. This change in the curriculum has created a strong demand for professional development of in-service teachers, to develop their skills and expertise to deliver this new curriculum. One approach to developing in-service teachers to deliver the new computing curriculum has been through the Computing At School Master Teacher programme, appointing and training experienced in-service teachers to deliver continual professional development (CPD) peer-to-peer. However, many potential Master Teachers require additional training before they can take up this role. In this paper, we describe how we have trained two cohorts of Master Teachers in two successive years. Evaluation of the first cohort informed revisions to the second cohort's training. The diverse needs of the individual trainees, identified through semi-structured interviews and analysis of completed tasks, led to a variety of CPD being delivered, but almost all required training and practice with programming. Before and during the programme, the trainers shared resources and had online meetings to discuss their work. This was useful in terms of establishing and maintaining consistency between different providers. The use of many teaching strategies that provided collaborative working and discussion opportunities were highly rated by the trainees. The first cohort of teachers has already delivered a significant amount of CPD in their first year after training. The second cohort are well placed to start their CPD delivery, with a better appreciation of where they need to develop their own skills.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114774140","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}

{"title":"Bringing the Innovations in Data Management to CS Education: an Educational Reconstruction Approach","authors":"Andreas Grillenberger, R. Romeike","doi":"10.1145/2818314.2818330","DOIUrl":"https://doi.org/10.1145/2818314.2818330","url":null,"abstract":"This paper describes the application of the research framework educational reconstruction for investigating the field data management under a CS education perspective. Like the many other innovations in CS, Big Data and the field data management have strong influences on students' daily lives. In contrast, school does not yet sufficiently prepare students to handle the arising challenges. In this paper we will describe how we apply an educational reconstruction approach to prepare the teaching of essential data management competencies. We will summarize the main goals and principles of educational reconstruction and discuss the application of the framework to the topic data management, as well as first outcomes. Just as educational reconstruction is suitable for finding the essential aspects for teaching data management and for designing classes/courses on this topic, it also seems promising for the curricular development of other CS innovations as well.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131347309","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}

{"title":"Students' Attitudes and Motivation During Robotics Activities","authors":"Fatima Kaloti-Hallak, M. Armoni, M. Ben-Ari","doi":"10.1145/2818314.2818317","DOIUrl":"https://doi.org/10.1145/2818314.2818317","url":null,"abstract":"This work investigates students' attitudes towards and motivation for learning robotics and STEM (Science, Technology, Engineering, and Mathematics). The population consisted of middle-school students (ages 13-15 years) who participated in the FIRST® LEGO® League competition. The methodology used both qualitative and quantitative instruments: questionnaires, observations and interviews during the school year 2012--2013. Research continued with one group during 2013--2014. Four categories were investigated: intrinsic and extrinsic motivation, self-determination and self-efficacy, as well as other environmental factors (gender, peers, parents and teachers). The results showed no significant difference between the beginning and end of the activities on all the categories. We consider this as a positive indicator, since most of the students demonstrated high and positive attitudes toward and motivation for learning robotics at the beginning of the activities and maintained the results after the activities. The environmental factors played an important role in positively influencing students' attitudes and motivation. In particular, females showed more positive attitudes and motivation at the end of the activities.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121713203","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}

{"title":"What do I have to know and to do? Development of a Theory-based, Normative Competence Description for the Profession of Computer Specialists","authors":"Simone Opel, T. Brinda","doi":"10.1145/2818314.2818339","DOIUrl":"https://doi.org/10.1145/2818314.2818339","url":null,"abstract":"Professions in computer science are constantly changing and developing. Nevertheless, some fundamental working processes remain despite of this process of change. These working processes include competencies and skills a computer specialist has to deal with. For further development of the profession and enhancement of its curriculum, these working processes have to be identified. After that, all competencies and skills included in these processes have to be named to develop a comprehensive normative competence description. To reach that goal, several studies have been conducted to identify basic working processes; afterwards, all information given in these studies has been used to develop a competence description for the profession of computer specialist. We identified seven basic working processes and three cross-sectional support processes to describe professional competency in computer science. Additionally we found statements about social and personal competencies to complete the competence description. In this paper, we present the resulting competence structure description. Furthermore, we discuss which implications will be given for the further improvement of the profession and the curriculum of computer specialists.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132727556","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}

{"title":"Exploring Students' Computational Thinking Skills in Modeling and Simulation Projects: a Pilot Study","authors":"Nataša Grgurina, E. Barendsen, K. Veen, C. Suhre, Bert Zwaneveld","doi":"10.1145/2818314.2818325","DOIUrl":"https://doi.org/10.1145/2818314.2818325","url":null,"abstract":"Computational Thinking (CT) is gaining a lot of attention in education. We explored how to discern the occurrences of CT in the projects of 12th grade high school students in the computer science (CS) course. Within the projects, they constructed models and ran simulations of phenomena from other (STEM) disciplines. We examined which CT aspects occurred in students' activities and how to assess students' CT accomplishments. For this purpose we employed a framework based on CT characterizations by Wing [14, 15], CSTA [4] and Comer et al. [3]. We analyzed students' project documentation, survey results and interviews with individual students. The findings indicate that this framework is suitable for detection of occurrences of CT aspects in students' data. Moreover, our preliminary results suggest that the framework is useful in assessment of the quality of the students' CT performance.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134011033","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}

{"title":"Constructionist Gaming Beyond the Screen: Middle School Students' Crafting and Computing of Touchpads, Board Games, and Controllers","authors":"Y. Kafai, Veena Vasudevan","doi":"10.1145/2818314.2818334","DOIUrl":"https://doi.org/10.1145/2818314.2818334","url":null,"abstract":"Approaches to constructionist gaming---students making their own games for learning through programming---have mostly focused on screen designs. Hybrid crafting approaches that integrate crafts with digital components can extend game making beyond the screen and provide new opportunities for learning about computational concepts, skills, and perspectives. In this paper, we report on a series of workshops with middle school students (ages 11-14 years) who used Makey Makey, Play Doh, textiles and other materials to craft touchpads, augmented board games, and wearable controllers for their Scratch games. We examined students' approaches to computing and crafting in their onscreen and off screen designs. We discuss in which ways constructionist gaming can benefit from extending their designs into the physical world and what moving constructionist gaming beyond the screen has to offer for K-12 programming instruction.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123423150","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}

{"title":"A Pilot Computer Science and Programming Course for Primary School Students","authors":"C. Duncan, T. Bell","doi":"10.1145/2818314.2818328","DOIUrl":"https://doi.org/10.1145/2818314.2818328","url":null,"abstract":"Computer Science and programming are being introduced to school curricula in many western countries in an effort to equip students with Computational Thinking skills. However, as these subjects are still relatively new to pre-tertiary education there is much investigation to be done into how best to present these topics and how to prepare teachers. In this study we focus on the presentation of topics relating to computing, Computational Thinking, and Computer Science for primary schools. We analyse English-language curricula that have been published, specifically the English, Australian and CSTA curricula for primary schools. From this we establish the main topics covered, and how they are positioned to be suitable for students from the first year of school to approximately their eighth year. We then report on a pilot study of a curriculum based on Computational Thinking; long term the study will encompass a range of topics and year levels, but the pilot focused on topics suitable for 11 to 12 year old students. Here we detail the design of this part of the curriculum, the manner of its delivery, and the experiences and observations of the generalist teacher who taught the course. Through assessment data, student responses to an attitude survey, and class observations we have evaluated the pilot curriculum. The findings of this study are being used to inform the design of a planned larger scale study.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123512653","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}

{"title":"Physical Computing in STEM Education","authors":"S. Schulz, Niels Pinkwart","doi":"10.1145/2818314.2818327","DOIUrl":"https://doi.org/10.1145/2818314.2818327","url":null,"abstract":"STEM education research has received considerable attention in recent years. The goal of STEM education is to achieve a common literacy across different STEM subjects and to strengthen every single subject via the combination with other subjects. We present a way of incorporating Computer Science elements in STEM education and a small case study which tests the suitability of this approach, finding initial positive evidence.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125048795","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}