发布求助
文献互助 智能选刊 最新文献

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

筛选
英文 中文
Dr. Scratch: a Web Tool to Automatically Evaluate Scratch Projects Scratch博士:一个自动评估Scratch项目的网络工具
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818338
J. Moreno-León, G. Robles
{"title":"Dr. Scratch: a Web Tool to Automatically Evaluate Scratch Projects","authors":"J. Moreno-León, G. Robles","doi":"10.1145/2818314.2818338","DOIUrl":"https://doi.org/10.1145/2818314.2818338","url":null,"abstract":"This poster paper presents the operation and the new features of Dr. Scratch, an award-winning gamified web application that allows to perform automatic analysis of Scratch projects to assess the development of computational thinking and detect some bad programming habits that are common in students learning to program in this environment.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"34 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":"122327708","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: 167
Bebras Contest for Blind Pupils 盲童贝布拉竞赛
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818324
L. Jasková, Natália Kováčová
{"title":"Bebras Contest for Blind Pupils","authors":"L. Jasková, Natália Kováčová","doi":"10.1145/2818314.2818324","DOIUrl":"https://doi.org/10.1145/2818314.2818324","url":null,"abstract":"The Bebras contest plays an important role in determining trends in the area of informatics education. In this article we propose special adaptations allowing blind pupils of lower secondary schools to participate in the contest. More specifically, we present several tasks developed and verified during the real contests running in 2013 and 2014. We analyze the results achieved by blind pupils and factors affecting these participants.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"77 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":"129971780","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: 5
PILeT: an Interactive Learning Tool To Teach Python PILeT:一个交互式的Python学习工具
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818319
B. Alshaigy, Samia Kamal, Faye Mitchell, Clare E. Martin, A. Aldea
{"title":"PILeT: an Interactive Learning Tool To Teach Python","authors":"B. Alshaigy, Samia Kamal, Faye Mitchell, Clare E. Martin, A. Aldea","doi":"10.1145/2818314.2818319","DOIUrl":"https://doi.org/10.1145/2818314.2818319","url":null,"abstract":"This paper describes a planned investigation into how learning styles and pedagogical methodologies can be embedded into an e-learning tool to assist students' learning programming. The objective of the research is to test the hypothesis that combining multiple teaching methods to accommodate different learners' preferences will significantly improve comprehension of concepts, which in turn increases students' confidence and as a consequence performance in programming. An interactive learning tool to teach Python programming language to students, called PILeT, has been developed to test the hypothesis. The tool aims to be adaptable to the students' learning style and as such it will teach programming using several techniques (e.g. visual, textual, puzzles) to appeal to each preference. PILeT is suitable for secondary school students or teachers wishing to undertake CPD (Continuing Professional Development). PILeT will be tested on first year undergraduate students at Oxford Brookes University.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"165 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":"123329370","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: 11
Using -- Analysing -- Creating -- Embedding: A Framework for Scaffolded Problem-Based Discovery Learning in Informatics' Education 使用—分析—创造—嵌入:信息学教育中基于问题的架空式发现学习框架
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818337
Lutz Hellmig, Tino Hempel
{"title":"Using -- Analysing -- Creating -- Embedding: A Framework for Scaffolded Problem-Based Discovery Learning in Informatics' Education","authors":"Lutz Hellmig, Tino Hempel","doi":"10.1145/2818314.2818337","DOIUrl":"https://doi.org/10.1145/2818314.2818337","url":null,"abstract":"The idea of inductive learning has become considerable during the last decades. Based on a recall of a classification of different types of inductive learning [9], the authors fill a gap in the set of commonly known methods for inductive learning. Although some components of the method are used occasionally in classrooms, the four-step-principle has not yet been entirely characterised until now. In this paper, the authors draft an example of the method and depict the benefit of using, analysing and creating digital artefacts in K-12 informatics' education by describing the specifications of the phases. Furthermore, the authors underline the importance of the fourth step -- embedding the knowledge by the students.","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":"123377947","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
Informatics teachers: Subjective competence assessments before and after an in-service training 信息学教师:在职培训前后的主观能力评估
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818318
Claudia Hildebrandt, I. Diethelm
{"title":"Informatics teachers: Subjective competence assessments before and after an in-service training","authors":"Claudia Hildebrandt, I. Diethelm","doi":"10.1145/2818314.2818318","DOIUrl":"https://doi.org/10.1145/2818314.2818318","url":null,"abstract":"This article deals with the in-service training designed for teachers at different types of secondary schools which supported the teachers in putting a new curriculum into practice in a part of Germany (Lower Saxony). The teachers were asked to assess their competence in various fields of informatics before and after the in-service training. A significant increase in the teachers' assessment of competence could be determined. Moreover, the pre-existing differences in competence assessments between male and female participants could be reduced considerably after in-service training.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"55 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":"123083863","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
Challenges of a Computer Science Classroom: Initial Perspectives from Teachers 计算机科学课堂的挑战:教师的初步观点
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818322
Aman Yadav, Sarah Gretter, Susanne E. Hambrusch
{"title":"Challenges of a Computer Science Classroom: Initial Perspectives from Teachers","authors":"Aman Yadav, Sarah Gretter, Susanne E. Hambrusch","doi":"10.1145/2818314.2818322","DOIUrl":"https://doi.org/10.1145/2818314.2818322","url":null,"abstract":"In spite of the increasing demand for professionals with computing experience in the workforce, computer science plays only a minor role in K-12 education. To meet the CS10K goal of training thousands of teachers to teach a new CS principles (CSP) course, a multi-pronged approach that targets both computer science teachers and teachers from other content areas is needed. An important step in this direction is to better understand challenges of teaching computing and how we can better support K-12 teachers. In this paper, we present results from a qualitative study that examines challenges computer science teachers face in the classroom.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"64 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":"128556475","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: 17
Using Interface Design to Develop Computational Thinking Skills 使用界面设计培养计算思维能力
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818333
A. C. Calderon, Tom Crick
{"title":"Using Interface Design to Develop Computational Thinking Skills","authors":"A. C. Calderon, Tom Crick","doi":"10.1145/2818314.2818333","DOIUrl":"https://doi.org/10.1145/2818314.2818333","url":null,"abstract":"Human-computer interaction is a long established sub-discipline of computer science. While there has been significant focus on the importance of developing computational thinking skills, there appears to be a gap in the literature in using HCI principles, analysis and design as a framework for doing so. We present the first step to identify methodologies for systematically introducing HCI to pupils from an early age, presenting a commentary for their prospective future application, comparing to similar approach as other foundational aspects of computer science in developing computational thinking skills that have been considered for the past decade.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"134 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134127668","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
Searching for Barriers to Learning Iteration and Runtime in Computer Science 计算机科学中学习迭代和运行时的障碍
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818326
P. Shah, Dino Capovilla, Peter Hubwieser
{"title":"Searching for Barriers to Learning Iteration and Runtime in Computer Science","authors":"P. Shah, Dino Capovilla, Peter Hubwieser","doi":"10.1145/2818314.2818326","DOIUrl":"https://doi.org/10.1145/2818314.2818326","url":null,"abstract":"The knowledge about misconceptions of programming beginners can help the instructors to improve their lessons and exercises and to eliminate barriers to learning. However, there is not much research about learning barriers, like misconceptions, in computer science education. This paper explains the goals and first results of our survey in this area. We interviewed 60 students in a pretest and 110 students in a test [8] to observe whether misconceptions about iterations and runtime are following underlying intuitive rules. Our results are verifying an underlying rule and unveiling two new misconceptions, which -- to the best of the authors' knowledge - have not been mentioned in literature yet. The results could help teachers to prevent learners' misconceptions.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"255 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":"121173795","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: 38
Technocamps: Advancing Computer Science Education in Wales 技术营:在威尔士推进计算机科学教育
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818341
Tom Crick, F. Moller
{"title":"Technocamps: Advancing Computer Science Education in Wales","authors":"Tom Crick, F. Moller","doi":"10.1145/2818314.2818341","DOIUrl":"https://doi.org/10.1145/2818314.2818341","url":null,"abstract":"Computer science education in the UK has undergone substantial scrutiny over the past five years. In particular, from September 2014, we have seen the implementation and delivery of a new computing curriculum in England. However, in Wales -- one of the four devolved nation in the UK -- numerous political, geographical and socio-technical issues have hindered any substantive educational policy or curriculum reform for computer science. This is despite the widespread efforts to address the failings of computer science education in schools since at least 2003 through Technocamps, a pan-Wales university-based schools outreach programme. In this paper we outline the history (and pre-history) of Technocamps, contextualised by the devolved nature of education in the UK, positioning Wales with its specific issues and challenges. Furthermore, we present evidence both in support of this university engagement and intervention model as well as its wider positive effect on promoting and supporting computer science education in Wales, a nation about to take its first steps on the path of a large-scale national curriculum review and significant educational reform.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"52 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":"124068724","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: 12
Usability and Usage of Interactive Features in an Online Ebook for CS Teachers 可用性和交互功能的使用在一个在线电子书CS教师
Proceedings of the Workshop in Primary and Secondary Computing Education Pub Date : 2015-11-09 DOI: 10.1145/2818314.2818335
Barbara Ericson, Steven Moore, Briana B. Morrison, M. Guzdial
{"title":"Usability and Usage of Interactive Features in an Online Ebook for CS Teachers","authors":"Barbara Ericson, Steven Moore, Briana B. Morrison, M. Guzdial","doi":"10.1145/2818314.2818335","DOIUrl":"https://doi.org/10.1145/2818314.2818335","url":null,"abstract":"There are too few secondary school computing teachers to meet international needs for growing secondary school computing education. Our group has created an ebook to help prepare secondary teachers to teach the programming and big data concepts in the new AP Computer Science Principles course. The ebook was designed using principles from educational psychology, specifically worked examples and cognitive load. The ebook interleaves worked examples and interactive practice activities, which we believe will lead to more efficient and effective learning than more typical approaches to learning programming. This paper reports the results from initial studies of our ebook. First, we conducted a usability study comparing three different ebook platforms. Next, we conducted a study of teacher use of the ebook. Ten teachers worked through the first eight chapters of the ebook at their own pace. Five of the ten teachers completed the first eight chapters which is a 50% completion rate. Significantly, teachers who used more of the interactive features in the ebook did better on the post-tests and reported higher confidence in their ability to teach the material than teachers who used few of the interactive features.","PeriodicalId":244683,"journal":{"name":"Proceedings of the Workshop in Primary and Secondary Computing Education","volume":"23 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":"127003524","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: 24
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信
小红书