Proceedings of the 2017 ACM Conference on International Computing Education Research最新文献_第3页

The Affordances and Constraints of Diagrams on Students' Reasoning about State Machines 图对学生状态机推理的支持与约束

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106172

Geoffrey L. Herman, D. S. Choi

{"title":"The Affordances and Constraints of Diagrams on Students' Reasoning about State Machines","authors":"Geoffrey L. Herman, D. S. Choi","doi":"10.1145/3105726.3106172","DOIUrl":"https://doi.org/10.1145/3105726.3106172","url":null,"abstract":"While the concept of state is foundational to computing, students possess a myriad of misconceptions about it and the role it plays within computing systems. Research on students' misconceptions reveals that their ability to use conceptually appropriate information varies based on the task they are performing and the representational tools they are provided. Critically, the tacit information in these representations influences this process, hindering or helping students. In this paper, we present a qualitative research study, in which we interviewed 24 students as they transformed finite state machines into synchronous, sequential logic circuits. We found that students generally had profound skill with procedures. However, their ability to reason about the four components of state, next-state, inputs, and outputs, were constrained by the representations that they were given or created themselves. Conversely, the order in which students produced their drawings provided complementary insights into students conceptual understanding. These findings revealed that students possess conceptions of computers as input-output systems rather than state-based systems. We suggest potential interventions and future research based on these findings.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"45 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":"133107818","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

Principled Assessment of Student Learning in High School Computer Science 高中计算机科学学生学习的原则性评价

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106186

E. Snow, Daisy W. Rutstein, M. Bienkowski, Yuning Xu

{"title":"Principled Assessment of Student Learning in High School Computer Science","authors":"E. Snow, Daisy W. Rutstein, M. Bienkowski, Yuning Xu","doi":"10.1145/3105726.3106186","DOIUrl":"https://doi.org/10.1145/3105726.3106186","url":null,"abstract":"As K-12 computer science (CS) initiatives scale throughout the U.S., educators face increasing pressure from their school systems to provide evidence about student learning on hard-to-measure CS outcomes. At the same time, researchers studying curriculum implementation and student learning want reliable measures of how students apply their CS knowledge. This paper describes a two-year validation study focused on end-of-unit and cumulative assessments for Exploring Computer Science, an introductory high school CS curriculum. To develop the assessments, we applied a principled methodology called Evidence-Centered Design (ECD) to (1) work with various stakeholders to identify the important computer science skills to measure, (2) map those skills to a model of evidence that can support inferences about those skills, and (3) develop assessment tasks that elicit that evidence. Using ECD, we created assessments that measure the practices of computational thinking, in contrast to assessments that only measure CS conceptual knowledge. We iteratively developed and piloted the assessments with 941 students over two years and collected three types of validity evidence based on contemporary psychometric standards: test content, internal structure, and student response processes. Results show that reliability was moderate to high for each of the unit assessments; the assessment tasks within each assessment are well aligned with each other and with the targeted learning goals; and average scores were in the 60 to 70 percent range. These results indicate that the assessments validly measure students' computational thinking practices covered in the introductory CS curriculum. We discuss the broader issues we faced of balancing the need to use the assessment results for evaluation and research, and demands from teachers for use in the classroom.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"65 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":"123540460","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: 54

Explicitly Teaching Metacognitive and Self-Regulation Skills in Computing 计算机元认知与自我调节技能的显式教学

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3105740

Dastyni Loksa

引用次数: 2

Theorem Provers as a Learning Tool in Theory of Computation 定理证明作为计算理论的学习工具

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106184

Maria Knobelsdorf, Christiane Frede, Sebastian Böhne, C. Kreitz

引用次数: 18

Determining if Spatial Reasoning is Required to Learn CS 确定学习计算机科学是否需要空间推理

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3105744

Amber Solomon

引用次数: 0

Using Tracing and Sketching to Solve Programming Problems: Replicating and Extending an Analysis of What Students Draw 用描摹和素描来解决编程问题:复制和扩展对学生绘画的分析

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106190

Kathryn Cunningham, Sarah Blanchard, Barbara Ericson, M. Guzdial

引用次数: 63

Hybrid Environments: A Bridge from Blocks to Text 混合环境:从块到文本的桥梁

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3105743

Jeremiah J. Blanchard

引用次数: 2

Students and Teachers Use An Online AP CS Principles EBook Differently: Teacher Behavior Consistent with Expert Learners 学生和教师使用在线AP CS原则电子书的方式不同:教师的行为与专家学习者一致

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106189

M. Parker, Kantwon Rogers, Barbara Ericson, M. Guzdial

引用次数: 13

Students' Emotional Reactions to Programming Projects in Introduction to Programming: Measurement Approach and Influence on Learning Outcomes 《程式设计导论》中学生对程式设计专案的情绪反应:测量方法及对学习成果的影响

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106187

A. Lishinski, Aman Yadav, R. Enbody

{"title":"Students' Emotional Reactions to Programming Projects in Introduction to Programming: Measurement Approach and Influence on Learning Outcomes","authors":"A. Lishinski, Aman Yadav, R. Enbody","doi":"10.1145/3105726.3106187","DOIUrl":"https://doi.org/10.1145/3105726.3106187","url":null,"abstract":"Previous research has found that programming assignments can produce strong emotional reactions in introductory programming students. These emotional reactions often have to do with the frustration of dealing with difficulties and how hard it can be to overcome problems. Not only are these emotional reactions powerful in and of themselves, they have also been shown to induce students to make self-efficacy judgments, which can in turn cause adaptive or maladaptive behaviors, depending on the valence of the judgment. These results have been found in previous qualitative research in programming, however, to date no one has done a larger scale quantitative examination of emotional reactions in introductory programming students. Furthermore, no one has tried to connect these emotional reactions systematically to student learning outcomes. Therefore, this study reports on the pilot use of a basic emotional reactions survey with a large class of undergraduate introductory programming students. Preliminary results are presented on how these emotional reactions affect students' course outcomes over the short and longer term.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"19 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":"124282537","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: 75

An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses 一种评估算法导论课程自我效能的工具

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106171

Holger Danielsiek, Laura Toma, J. Vahrenhold

引用次数: 44