International Computing Education Research Workshop最新文献_第4页

Refute Questions for Concrete, Cluttered Specifications 驳斥具体而杂乱的规格问题

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632621.3671427

Sannidhi V. Hebbar, Sasmita Harini, Arun Raman, Viraj Kumar

引用次数: 0

Code Comprehension for Novices with Explicit Instruction 通过显式教学帮助新手理解代码

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632621.3671419

James Ribaux

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Debugging for Inclusivity in Online CS Courseware: Does it Work? 调试在线 CS 课件的包容性：有用吗？

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632620.3671117

Amreeta Chatterjee, Rudrajit Choudhuri, Mrinmoy Sarkar, Soumiki Chattopadhyay, Dylan Liu, Samarendra Hedaoo, Margaret Burnett, Anita Sarma

{"title":"Debugging for Inclusivity in Online CS Courseware: Does it Work?","authors":"Amreeta Chatterjee, Rudrajit Choudhuri, Mrinmoy Sarkar, Soumiki Chattopadhyay, Dylan Liu, Samarendra Hedaoo, Margaret Burnett, Anita Sarma","doi":"10.1145/3632620.3671117","DOIUrl":"https://doi.org/10.1145/3632620.3671117","url":null,"abstract":"Online computer science (CS) courses have broadened access to CS education, yet inclusivity barriers persist for minoritized groups in these courses. One problem that recent research has shown is that often inclusivity biases (“inclusivity bugs”) lurk within the course materials themselves, disproportionately disadvantaging minori-tized students. To address this issue, we investigated how a faculty member can use AID—an Automated Inclusivity Detector tool—to remove such inclusivity bugs from a large online CS1 (Intro CS) course and what is the impact of the resulting inclusivity fixes on the students’ experiences. To enable this evaluation, we first needed to (Bugs): investigate inclusivity challenges students face in 5 online CS courses; (Build): build decision rules to capture these challenges in courseware (“inclusivity bugs”) and implement them in the AID tool; (Faculty): investigate how the faculty member followed up on the inclusivity bugs that AID reported; and (Students): investigate how the faculty member’s changes impacted students’ experiences via a before-vs-after qualitative study with CS students. Our results from (Bugs) revealed 39 inclusivity challenges spanning courseware components from the syllabus to assignments. After implementing the rules in the tool (Build), our results from (Faculty) revealed how the faculty member treated AID more as a “peer” than an authority in deciding whether and how to fix the bugs. Finally, the study results with (Students) revealed that students found the after-fix courseware more approachable - feeling less overwhelmed and more in control in contrast to the before-fix version where they constantly felt overwhelmed, often seeking external assistance to understand course content.","PeriodicalId":245617,"journal":{"name":"International Computing Education Research Workshop","volume":"43 12","pages":"419-433"},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141918998","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

Using a Student-Centered Approach Based on Programmatic Assessment to Improve Professional Behaviors in ICT Students 在计划评估的基础上采用以学生为中心的方法改进信息和通信技术专业学生的职业行为

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632621.3671414

Ruobin He

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Seeking Consent for Programming Process Data Collection with Trustee-Based Encryption 使用基于受托人的加密技术征求对编程过程数据收集的同意

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632620.3671125

Björn Fischer, Berit Barthelmes, Sven Eric Panitz, Eva-Maria Iwer, Ralf Dörner

引用次数: 0

Instructional Transparency: Just to Be Clear, It's a Good Thing 教学透明：明确一点，这是好事

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632620.3671091

Vidushi Ojha, Andrea Watkins, Christopher Perdriau, Kathleen Isenegger, Colleen M. Lewis

引用次数: 0

"In the Beginning, I Couldn't Necessarily Do Anything With It": Links Between Compiler Error Messages and Sense of Belonging "一开始，我不一定能用它做什么"：编译器错误信息与归属感之间的联系

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632620.3671105

Maja Dornbusch, Jan Vahrenhold

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Exploring the Interplay of Metacognition, Affect, and Behaviors in an Introductory Computer Science Course for Non-Majors 探索非专业计算机科学入门课程中元认知、情感和行为的相互作用

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632620.3671119

Yinmiao Li, Melissa Chen, Ayse Hunt, Haoqi Zhang, Eleanor O'Rourke

引用次数: 0

An Investigation of the Drivers of Novice Programmers' Intentions to Use Web Search and GenAI 新手程序员使用网络搜索和 GenAI 的意向驱动因素调查

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632620.3671112

James Skripchuk, J. Bacher, Thomas Price

引用次数: 0

Integrating Philosophy Teaching Perspectives to Foster Adolescents' Ethical Sensemaking of Computing Technologies 整合哲学教学视角，培养青少年对计算机技术的伦理感知能力

International Computing Education Research Workshop Pub Date : 2024-08-13 DOI: 10.1145/3632620.3671106

Rotem Landesman, Jean Salac, Jared Ordoña Lim, Amy J. Ko

{"title":"Integrating Philosophy Teaching Perspectives to Foster Adolescents' Ethical Sensemaking of Computing Technologies","authors":"Rotem Landesman, Jean Salac, Jared Ordoña Lim, Amy J. Ko","doi":"10.1145/3632620.3671106","DOIUrl":"https://doi.org/10.1145/3632620.3671106","url":null,"abstract":"Background: The growing complexity of the impacts of computing technologies on adolescents’ lives requires them to make similarly complex decisions around technology, fueling a rise in education efforts to look at the ethical implications of these advancements with young people. Though prior computing ethics education efforts integrate ethical perspectives, they have rarely drawn from scholarship on how to teach ethics and philosophy. Objectives: We developed a cross-disciplinary pedagogical intervention that blends ethics-focused computing education efforts like Youth as Philosophers of Technology with tools and best practices from Philosophy for Children (P4C) , an approach for teaching philosophy to young people. We asked the following research questions: In a secondary computing classroom context, (1) How might adolescent students express ethical sensemaking when engaging with our pedagogical intervention? and (2) What opportunities for ethical sensemaking might our pedagogical intervention facilitate? Methods: We implemented our intervention in a summer academic program in the northwest US for 10 secondary students (age 14-18) from low-income families and who would be the first in their families to pursue a post-secondary education (i.e. first-generation). We then conducted a qualitative analysis of student classwork and in-structor reflections using a combination of inductive and deductive coding. Findings: Students expressed their ethical sensemaking by considering multiple perspectives, questioning the status quo, wrestling with dissonance between their principles and actions, and rejecting the good/bad binary. These expressions manifested in three distinct opportunities for ethical sensemaking: when students made connections to their everyday life, engaged in supportive dialogue with their peers, and interacted with instructional scaffolds. Implications: This study indicates the promise of drawing on ped-agogies from philosophy when thinking about ethical sensemaking","PeriodicalId":245617,"journal":{"name":"International Computing Education Research Workshop","volume":"44 2","pages":"502-516"},"PeriodicalIF":0.0,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141918996","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