Proceedings of the 2017 ACM Conference on International Computing Education Research最新文献_第2页

Physical Computing as an Inquiry Working Technique 物理计算作为一种查询工作技术

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3105730

S. Schulz

引用次数: 0

Barriers Faced by Coding Bootcamp Students 编程训练营学生面临的障碍

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106176

Kyle Thayer, Amy J. Ko

引用次数: 42

The 'Art' of Programming: Exploring Student Conceptions of Programming through the Use of Drawing Methodology 编程的“艺术”:通过使用绘图方法探索学生的编程概念

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106170

A. Moskal, J. Gasson, D. Parsons

引用次数: 9

Hack.edu: Examining How College Hackathons Are Perceived By Student Attendees and Non-Attendees Hack.edu:调查参加和不参加大学黑客马拉松的学生对它们的看法

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106174

Jeremy Warner, Philip J. Guo

{"title":"Hack.edu: Examining How College Hackathons Are Perceived By Student Attendees and Non-Attendees","authors":"Jeremy Warner, Philip J. Guo","doi":"10.1145/3105726.3106174","DOIUrl":"https://doi.org/10.1145/3105726.3106174","url":null,"abstract":"College hackathons have become popular in the past decade, with tens of thousands of students now participating each year across hundreds of campuses. Since hackathons are informal learning environments where students learn and practice coding without any faculty supervision, they are an important site for computing education researchers to study as a complement to studying formal classroom learning environments. However, despite their popularity, little is known about why students choose to attend these events, what they gain from attending, and conversely, why others choose *not* to attend. This paper presents a mixed methods study that examines student perceptions of college hackathons by focusing on three main questions: 1.) Why are students motivated to attend hackathons? 2.) What kind of learning environment do these events provide? 3.) What factors discourage students from attending? Through semi-structured interviews with six college hackathon attendees (50% female), direct observation at a hackathon, and 256 survey responses from college students (42% female), we discovered that students were motivated to attend for both social and technical reasons, that the format generated excitement and focus, and that learning occurred incidentally, opportunistically, and from peers. Those who chose not to attend or had negative experiences cited discouraging factors such as physical discomfort, lack of substance, an overly competitive climate, an unwelcoming culture, and fears of not having enough prior experience. We conclude by discussing ideas for making college hackathons more broadly inclusive and welcoming in light of our study's findings.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"1646 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113995115","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: 95

Comprehension First: Evaluating a Novel Pedagogy and Tutoring System for Program Tracing in CS1 理解为先:评价一种新的CS1课程跟踪教学方法与辅导体系

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106178

Greg L. Nelson, Benjamin Xie, Amy J. Ko

{"title":"Comprehension First: Evaluating a Novel Pedagogy and Tutoring System for Program Tracing in CS1","authors":"Greg L. Nelson, Benjamin Xie, Amy J. Ko","doi":"10.1145/3105726.3106178","DOIUrl":"https://doi.org/10.1145/3105726.3106178","url":null,"abstract":"What knowledge does learning programming require? Prior work has focused on theorizing program writing and problem solving skills. We examine program comprehension and propose a formal theory of program tracing knowledge based on control flow paths through an interpreter program's source code. Because novices cannot understand the interpreter's programming language notation, we transform it into causal relationships from code tokens to instructions to machine state changes. To teach this knowledge, we propose a comprehension-first pedagogy based on causal inference, by showing, explaining, and assessing each path by stepping through concrete examples within many example programs. To assess this pedagogy, we built PLTutor, a tutorial system with a fixed curriculum of example programs. We evaluate learning gains among self-selected CS1 students using a block randomized lab study comparing PLTutor with Codecademy, a writing tutorial. In our small study, we find some evidence of improved learning gains on the SCS1, with average learning gains of PLTutor 60% higher than Codecademy (gain of 3.89 vs. 2.42 out of 27 questions). These gains strongly predicted midterms (R2=.64) only for PLTutor participants, whose grades showed less variation and no failures.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115607780","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: 84

K-8 Learning Trajectories Derived from Research Literature: Sequence, Repetition, Conditionals 基于研究文献的K-8学习轨迹:顺序、重复、条件

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106166

Kathryn M. Rich, Andrew Binkowski

引用次数: 76

Using Learners' Self-Explanations of Subgoals to Guide Initial Problem Solving in App Inventor 利用学习者对子目标的自我解释来指导App Inventor的初始问题解决

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106168

Lauren E. Margulieux, R. Catrambone

{"title":"Using Learners' Self-Explanations of Subgoals to Guide Initial Problem Solving in App Inventor","authors":"Lauren E. Margulieux, R. Catrambone","doi":"10.1145/3105726.3106168","DOIUrl":"https://doi.org/10.1145/3105726.3106168","url":null,"abstract":"Our goal for the present research was to improve upon the subgoal learning framework and further enhance problem solving performance for novice programmers learning to use a block-based programming language. In particular, we are expanding upon recent work done by Margulieux and Morrison that prompts learners to self-explain the subgoals, or functional pieces, of a problem solving process to create their own instructional explanations of the process. We added to this work by exploring whether learners' self-explained instructions could be used to effectively scaffold initial problem solving attempts (i.e., practice problems) to further improve performance. In this experiment, learners self-explained subgoals using the most successful conditions from Margulieux and Catrambone's [1] prior work and then were given practice problems that were either unscaffolded (control condition), scaffolded with their own subgoal explanations, or scaffolded with explanations constructed by an instructional designer and computer scientist. Learners who were scaffolded with their own explanations performed better on later problem solving (i.e., an assessment test) than those scaffolded with the experts' explanations or those with no scaffolding. The results show that scaffolding initial problem solving with learners' explanations of the problem solving process can lead to better problem solving performance than scaffolding from experts if the learners construct explanations with adequate support.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"40 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126220197","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: 14

Understanding Student Collaboration in Interdisciplinary Computing Activities 理解跨学科计算活动中的学生合作

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106193

E. Deitrick, Michelle Wilkerson, E. Simoneau

{"title":"Understanding Student Collaboration in Interdisciplinary Computing Activities","authors":"E. Deitrick, Michelle Wilkerson, E. Simoneau","doi":"10.1145/3105726.3106193","DOIUrl":"https://doi.org/10.1145/3105726.3106193","url":null,"abstract":"Many students are introduced to computing through its infusion into other school subjects. Advocates argue this approach can deepen learning and broaden who is exposed to computing. In many cases, such interdisciplinary activities are student-driven and collaborative. This requires students to balance multiple learning goals and leverage knowledge across subjects. When working in groups, students must also negotiate this balance with peers based on their collective expertise. Balance and negotiation, however, are not always easy. This paper presents data from a project to infuse computing into high school statistics using the R programming language. We analyze multiple episodes of video data from two pairs of students as they negotiated (1) the statistics and computing goals of an activity, (2) the knowledge needed to meet those goals, and (3) whose expertise can help achieve those goals. One pair consistently reached agreement along these dimensions, and engaged productively with both subject matter and computing. The other pair did not reach agreement, and struggled to accomplish their tasks. This work provides examples of productive and unproductive interdisciplinary computing collaborations, and contributes tools to study them.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130162341","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

Student Modeling Based on Fine-Grained Programming Process Snapshots 基于细粒度编程过程快照的学生建模

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3105732

Juho Leinonen

引用次数: 0

Studying Professional Identity in Software Engineering 软件工程专业认同研究

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3105737

R. Parker

引用次数: 1