Proceedings of the 2017 ACM Conference on International Computing Education Research最新文献_第4页

Computing Mentorship in a Software Boomtown: Relationships to Adolescent Interest and Beliefs 软件新兴城市的计算机指导:与青少年兴趣和信仰的关系

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106177

Amy J. Ko, K. Davis

引用次数: 48

Folk Pedagogy: Nobody Doesn't Like Active Learning 民间教育学:没有人不喜欢主动学习

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106192

Kate Sanders, Jonas Boustedt, Anna Eckerdal, R. McCartney, Carol Zander

引用次数: 25

Taking Advantage of Scale by Analyzing Frequent Constructed-Response, Code Tracing Wrong Answers 分析频繁构造响应，利用规模优势，代码跟踪错误答案

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106188

Kristin Stephens-Martinez, An Ju, Krishna Parashar, Regina Ongowarsito, Nikunj Jain, Sreesha Venkat, A. Fox

{"title":"Taking Advantage of Scale by Analyzing Frequent Constructed-Response, Code Tracing Wrong Answers","authors":"Kristin Stephens-Martinez, An Ju, Krishna Parashar, Regina Ongowarsito, Nikunj Jain, Sreesha Venkat, A. Fox","doi":"10.1145/3105726.3106188","DOIUrl":"https://doi.org/10.1145/3105726.3106188","url":null,"abstract":"Constructed-response, code-tracing questions (\"What would Python print?\") are good formative assessments. Unlike selected-response questions simply marked correct or incorrect, a constructed wrong answer can provide information on a student's particular difficulty. However, constructed-response questions are resource-intensive to grade manually, and machine grading yields only correct/incorrect information. We analyzed incorrect constructed responses from code-tracing questions in an introductory computer science course to investigate whether a small subsample of such responses could provide enough information to make inspecting the subsample worth the effort, and if so, how best to choose this subsample. In addition, we sought to understand what insights into student difficulties could be gained from such an analysis. We found that ~5% of the most frequently given wrong answers cover ~60% of the wrong constructed responses. Inspecting these wrong answers, we found similar misconceptions as those in prior work, additional difficulties not identified in prior work regarding language-specific constructs and data structures, and non-misconception \"slips\" that cause students to get questions wrong, such as syntax errors, sloppy reading/writing. Our methodology is much less time-consuming than full manual inspection, yet yields new and durable insight into student difficulties that can be used for several purposes, including expanding a concept inventory, creating summative assessments, and creating effective distractors for selected-response assessments.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"48 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":"124971998","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: 48

Understanding the "Teacher Experience" in Primary and Secondary CS Professional Development 理解中小学计算机科学专业发展中的“教师经验”

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106185

T. Reding, Brian Dorn

{"title":"Understanding the \"Teacher Experience\" in Primary and Secondary CS Professional Development","authors":"T. Reding, Brian Dorn","doi":"10.1145/3105726.3106185","DOIUrl":"https://doi.org/10.1145/3105726.3106185","url":null,"abstract":"The increasing awareness for the need of effective Computer Science Education (CSE) Professional Development (PD) at the K-12 grade levels has been demonstrated by the increase in grant funding for CSE PD programs, public awareness campaigns by industry, and scale-up initiatives in schools. While the increase in funding has led to increasing availability of PD programs, funding alone does not guarantee a successful experience for teachers. This study investigates the affective experiences of a cohort of ten in-service teachers (nine middle school and one high school) as they participate in an intensive, multi-faceted summer CSE PD program at a Midwestern metropolitan university in North America. Teachers' experiences were documented in their written daily journals, which were analyzed qualitatively using thematic and sentiment analysis techniques. We find five cognitive themes that recurred throughout the program along with sentiment values associated with daily activities. Through the examination of these results, recommendations regarding how to best engage teachers by understanding their concerns and affective responses are included to help design more effective CSE PD implementations.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"14 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":"125211990","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: 19

Describing Elementary Students' Interactions in K-5 Puzzle-based Computer Science Environments using the Collaborative Computing Observation Instrument (C-COI) 基于协同计算观察仪(C-COI)的K-5谜题计算机科学环境中小学生互动描述

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106167

Maya Israel, Quentin M. Wherfel, Saadeddine Shehab, Oliver Melvin, T. Lash

{"title":"Describing Elementary Students' Interactions in K-5 Puzzle-based Computer Science Environments using the Collaborative Computing Observation Instrument (C-COI)","authors":"Maya Israel, Quentin M. Wherfel, Saadeddine Shehab, Oliver Melvin, T. Lash","doi":"10.1145/3105726.3106167","DOIUrl":"https://doi.org/10.1145/3105726.3106167","url":null,"abstract":"Despite efforts to integrate computer science (CS) into K-12 education, there are numerous unanswered questions about how students learn CS, how to provide positive computing experiences, and how students interact with each other during CS instruction. To begin to deconstruct these complexities for a diverse range of students, it is important to not only study the outcomes and products of students' computational experiences, but also the processes they take in creating those products. In recognizing the necessity for targeted, narrow research questions, this paper focused on how elementary students interacted with each other during puzzle-based CS instruction. Future work will focus on comparing these findings to students' collaborative interactions in more open-ended computing situations. Data analysis made use of the Collaborative Computing Observation Instrument (C-COI) [M. Israel et al. 2015] to analyze video screen captures of nine students as they engaged in CS activities within Code.org's Code Studio. Findings confirmed three predominant types of collaborative interactions: Collaborative problem solving, excitement and accomplishment related to CS activities, and general socialization.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"33 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":"124679723","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: 50

Factors Influencing Students' Help-Seeking Behavior while Programming with Human and Computer Tutors 影响学生在人机导师指导下编程求助行为的因素

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106179

T. Price, Zhongxiu Liu, Veronica Catété, T. Barnes

引用次数: 47

On Novices' Interaction with Compiler Error Messages: A Human Factors Approach 新手与编译错误信息的交互:人为因素研究

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106169

J. Prather, Raymond Pettit, Kayla Holcomb McMurry, Alani Peters, J. Homer, Nevan Simone, Maxine S. Cohen

{"title":"On Novices' Interaction with Compiler Error Messages: A Human Factors Approach","authors":"J. Prather, Raymond Pettit, Kayla Holcomb McMurry, Alani Peters, J. Homer, Nevan Simone, Maxine S. Cohen","doi":"10.1145/3105726.3106169","DOIUrl":"https://doi.org/10.1145/3105726.3106169","url":null,"abstract":"The difficulty in understanding compiler error messages can be a major impediment to novice student learning. To alleviate this issue, multiple researchers have run experiments enhancing compiler error messages in automated assessment tools for programming assignments. The conclusions reached by these published experiments appear to be conducting. We examine these experiments and propose five potential reasons for the inconsistent conclusions concerning enhanced compiler error messages: (1) students do not read them, (2) researchers are measuring the wrong thing, (3) the effects are hard to measure, (4) the messages are not properly designed, (5) the messages are properly designed, but students do not understand them in context due to increased cognitive load. We constructed mixed-methods experiments designed to address reasons 1 and 5 with a specific automated assessment tool, Athene, that previously reported inconclusive results. Testing student comprehension of the enhanced compiler error messages outside the context of an automated assessment tool demonstrated their effectiveness over standard compiler error messages. Quantitative results from a 60 minute one-on-one think-aloud study with 31 students did not show substantial increase in student learning outcomes over the control. However, qualitative results from the one-on-one think-aloud study indicated that most students are reading the enhanced compiler error messages and generally make effective changes after encountering them.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"22 12 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":"127811497","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: 55

Tools to Support Data-driven Reflective Learning 支持数据驱动的反思学习的工具

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3105745

S. Macneil

{"title":"Tools to Support Data-driven Reflective Learning","authors":"S. Macneil","doi":"10.1145/3105726.3105745","DOIUrl":"https://doi.org/10.1145/3105726.3105745","url":null,"abstract":"Reflection is a process of \"critical review\" of previous experiences to inform future action. Reflection has its origins in design and engineering but has gained traction in education as well. Reflective learning affords students the opportunity to reflect critically on their learning and develop metacognitive skills. Scaffolding is necessary as students adopt a reflective practice, but few tools support this process. Our prior work with teams suggests that students have difficulty estimating their turn-taking behaviors during peer learning activities and reflecting on such misconceptions might be detrimental to the development of social and metacognitive skills. I propose two tools that support data-driven student reflection: BloomMatrix and IneqDetect. BloomMatrix allows students to encode their perceived cognitive processes in an interactive version of Bloom's Taxonomy Matrix. This supports individual reflection, and an aggregated peer heatmap shows other students' perceptions. IneqDetect uses lapel microphones and signal processing to encode live conversations into turn-taking behaviors. In each case, students can reflect about themselves and also about others.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"11 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":"115002999","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: 3

Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers 意大利小学教师关于计算思维的观念与误解

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106194

Isabella Corradini, Michael Lodi, Enrico Nardelli

{"title":"Conceptions and Misconceptions about Computational Thinking among Italian Primary School Teachers","authors":"Isabella Corradini, Michael Lodi, Enrico Nardelli","doi":"10.1145/3105726.3106194","DOIUrl":"https://doi.org/10.1145/3105726.3106194","url":null,"abstract":"Many advanced countries are recognizing more and more the importance of teaching computing, in some cases even as early as in primary school. \"Computational thinking\" is the term often used to denote the conceptual core of computer science or \"the way a computer scientist thinks\", as Wing put it. Such term - given also the lack of a widely accepted definition - has become a \"buzzword\" meaning different things to different people. We investigated the Italian primary school teachers' conceptions about computational thinking by analyzing the results of a survey (N=972) conducted in the context of \"Programma il Futuro\" project. Teachers have been asked to provide a definition of computational thinking and to answer three additional related closed-ended questions. The analysis shows that, while almost half of teachers (43.4%) have included in their definitions some fundamental elements of computational thinking, very few (10.8%) have been able to provide an acceptably complete definition. On a more positive note, the majority is aware that computational thinking is not characterized by coding or by the use of information technology.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"46 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":"125544728","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: 48

Sometimes, Rainfall Accumulates: Talk-Alouds with Novice Functional Programmers 有时候，雨量累积:与新手函数式程序员大声交谈

Proceedings of the 2017 ACM Conference on International Computing Education Research Pub Date : 2017-08-14 DOI: 10.1145/3105726.3106183

Kathi Fisler, F. Castro

引用次数: 14