Proceedings of the 2017 ACM Conference on International Computing Education Research最新文献

{"title":"Active Learning Design Patterns for CS Education","authors":"Nasrin Dehbozorgi","doi":"10.1145/3105726.3105741","DOIUrl":"https://doi.org/10.1145/3105726.3105741","url":null,"abstract":"Successful implementation of active learning depends on a wide range of practical tactics. In this work, we adopt pedagogical design patterns to bridge between theory and best practices of active learning. This offers practical solutions for known problems in implementing active learning in Computer Science Education (CSE). We believe these patterns would help instructors customize and apply the best practices in active learning CSE. The patterns can be applied iteratively and adaptively for designing course materials and activities to achieve desired goals, depending on the context of the course. Pedagogical design patterns can help educators share their teaching design ideas in a structured style as well as provide a framework for thinking about and comparing design decisions. Another contribution of this work will be the practical and theoretical distinctions between activity-based teams and project-based teams in CSE.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"95 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":"132987522","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}

{"title":"Growth Mindset in Computational Thinking Teaching and Teacher Training","authors":"Michael Lodi","doi":"10.1145/3105726.3105736","DOIUrl":"https://doi.org/10.1145/3105726.3105736","url":null,"abstract":"Teacher training in computational thinking is becoming more and more important, as many countries are introducing it at all K-12 school levels. Introductory programming courses are known to be difficult and some studies suggest they foster a fixed-mindset views of intelligence, reinforcing the idea that only some people have the so called \"geek gene\". This is particularly dangerous if thought by future school teachers. Interventions to stimulate \"CS growth mindset\" in students and their teachers are fundamental and worth CS education research.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"98 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":"122104358","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}

{"title":"Quantifying Incremental Development Practices and Their Relationship to Procrastination","authors":"Ayaan M. Kazerouni, S. Edwards, C. Shaffer","doi":"10.1145/3105726.3106180","DOIUrl":"https://doi.org/10.1145/3105726.3106180","url":null,"abstract":"We present quantitative analyses performed on character-level program edit and execution data, collected in a junior-level data structures and algorithms course. The goal of this research is to determine whether proposed measures of student behaviors such as incremental development and procrastination during their program development process are significantly related to the correctness of final solutions, the time when work is completed, or the total time spent working on a solution. A dataset of 6.3 million fine-grained events collected from each student's local Eclipse environment is analyzed, including the edits made and events such as running the program or executing software tests. We examine four primary metrics proposed as part of previous work, and also examine variants and refinements that may be more effective. We quantify behaviors such as working early and often, frequency of program and test executions, and incremental writing of software tests. Projects where the author had an earlier mean time of edits were more likely to submit their projects earlier and to earn higher scores for correctness. Similarly earlier median time of edits to software tests was also associated with higher correctness scores. No significant relationships were found with incremental test writing or incremental checking of work using either interactive program launches or running of software tests, contrary to expectations. A preliminary prediction model with 69% accuracy suggests that the underlying metrics may support early prediction of student success on projects. Such metrics also can be used to give targeted feedback to help students improve their development practices.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"103 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":"122912520","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}

{"title":"Social Perceptions in Computer Science and Implications for Diverse Students","authors":"Jennifer Wang, S. H. Moghadam, Juliet Tiffany-Morales","doi":"10.1145/3105726.3106175","DOIUrl":"https://doi.org/10.1145/3105726.3106175","url":null,"abstract":"The barriers to diversity in computer science (CS) are complex, consisting of both structural and social barriers. In this paper, we focus on social perceptions for students in grades 7-12 in the U.S. using surveys of nationally representative samples of 1,672 students, 1,677 parents, 1,008 teachers, 9,805 principals, and 2,307 superintendents. Building on qualitative work by Lewis, Anderson, and Yasuhara [1,2], we sought to understand social beliefs regarding students' fit and ability as well the external context. We examined these factors' relationships to students' interest. The results are consistent with the current body of research on gender differences in social perceptions in CS. They also identify new findings for race/ethnicity, specifically Black and Hispanic students. As K-12 CS expands, these findings could inform differentiation strategies in equitably engaging students.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"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":"127496424","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}

{"title":"Developing Teachers as Computational Participants","authors":"Daniel Hickmott","doi":"10.1145/3105726.3105728","DOIUrl":"https://doi.org/10.1145/3105726.3105728","url":null,"abstract":"This document briefly explains the context, motivations, background and research design of a PhD project titled \"Developing Teachers as Computational Participants\". This PhD project will explore how Australian Primary School teachers learn and teach the core CS skills (computational thinking, computer programming and systems thinking), their experiences implementing lessons that impart these skills and the challenges they encounter when implementing these lessons.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"78 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":"129101408","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}

{"title":"Comparison of Time Metrics in Programming","authors":"Juho Leinonen, Leo Leppänen, Petri Ihantola, Arto Hellas","doi":"10.1145/3105726.3106181","DOIUrl":"https://doi.org/10.1145/3105726.3106181","url":null,"abstract":"Research on the indicators of student performance in introductory programming courses has traditionally focused on individual metrics and specific behaviors. These metrics include the amount of time and the quantity of steps such as code compilations, the number of completed assignments, and metrics that one cannot acquire from a programming environment. However, the differences in the predictive powers of different metrics and the cross-metric correlations are unclear, and thus there is no generally preferred metric of choice for examining time on task or effort in programming. In this work, we contribute to the stream of research on student time on task indicators through the analysis of a multi-source dataset that contains information about students' use of a programming environment, their use of the learning material as well as self-reported data on the amount of time that the students invested in the course and per-assignment perceptions on workload, educational value and difficulty. We compare and contrast metrics from the dataset with course performance. Our results indicate that traditionally used metrics from the same data source tend to form clusters that are highly correlated with each other, but correlate poorly with metrics from other data sources. Thus, researchers should utilize multiple data sources to gain a more accurate picture of students' learning.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"31 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":"114188264","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}

{"title":"Codification Pedagogy for Introductory Courses","authors":"Rita Garcia","doi":"10.1145/3105726.3105727","DOIUrl":"https://doi.org/10.1145/3105726.3105727","url":null,"abstract":"Codification is a legal term defining the process of ordering rules corresponding to a plan. This term is applicable to Software Development to describe the ordering of program requirements into coding tasks. Codification is a meta-skill taught in advanced Software Engineering courses for large collaborative projects, though novices lack the experience to transfer this skill to small-scale assignments. As a result, novices form their own approach, potentially contributing to poor learning behaviors, poor self-efficacy, and course attrition. My research investigates an approach for introductory courses, enabling novices to plan before they implement a solution. The approach uses Socratic questions and Parsons Problems to relate the student's current knowledge base to the assignment. The hypothesis is that the pedagogy will reduce misconceptions about the assignment and enable students to create an ordered plan without extraneous cognitive load. The research explores this approach without adding objectives to the curriculum, or increasing the teacher's workload. Further investigation will be made to apply the pedagogy to other science, technology, engineering, and mathematics (STEM) disciplines.","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":"116211175","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}

{"title":"Minding One's Business: On the How, When, and Where of Cognition","authors":"Wolff‐Michael Roth","doi":"10.1145/3105726.3105747","DOIUrl":"https://doi.org/10.1145/3105726.3105747","url":null,"abstract":"Where is the mind when we mind our business, that is, when we do what we characteristically do? Is mind between the two ears and underneath the skull? Is it in the business that has been minded? Or is it somewhere else? A foray into the literature on theories of cognition (knowing, learning) has to be confusing. There is research that looks for mind in neurons and neuronal connections; other studies assume an enacted or embodied mind; others again consider mind to be in society. How we think about cognition has direct implication on when and where we look for it when conducting research, and how we go about teaching a field. If we assume a classical computer metaphor, then learning occurs when information is transferred to the brain (mind) of the learner where it is stored, and lecturing constitutes a main pedagogical modality. If we assume that knowledge is actively constructed when we engage in relevant activities, then one or another student-centered pedagogy will be the method of choice. When the metaphor is the embodied or enactivist mind, then opportunities tend to be provided for students to act with the relevant practical objects. In this talk, I work through some empirical examples to exhibit how, when, and where to look to find cognition that is not reduced to the physical body (including brain physiology) or to some non-physical mind and that is not reduced to the individual or social. Instead, the physical or mental dimensions, the individual or social aspects, are but manifestations of a thinking body that itself is invisible in the same way as the wave functions in quantum mechanics. Minding one's business, i.e., acting so that what is done is intelligible and intelligent, simultaneously is individual and social, sensuous (material, specific) and super-sensuous (ideal, universal). As a result, phenomena commonly searched for in the brain--e.g., remembering, perceiving, knowing a concept, reasoning--manifest themselves, often contradictorily, in different modes and modalities. Some implications are sketched for computing education.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"262 1-2 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":"123710742","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}

{"title":"Using Mediational Means during Learning and Understanding of Proof Assignments from Theory of Computation","authors":"Christiane Frede","doi":"10.1145/3105726.3105734","DOIUrl":"https://doi.org/10.1145/3105726.3105734","url":null,"abstract":"There is a lack of empirically validated studies about how students solve proof assignments in their Theory of Computation (ToC) courses. I want to get detailed insights about the nature of students' difficulties with this field of computer science (CS). To gather data, I want to perform several qualitative studies investigating how undergraduate CS majors solve assignments in individually-formed study groups. I will use Distributed Cognition Theory (DCOG) as the underlying theoretical framework and understand cognitive processes as an interplay between several humans, their environment, resources and tools/mediational means. In the context of ToC, tools/mediational means are all mathematical inscriptions, definitions and concepts as well as natural language or physical media like pen & paper or whiteboards. The goal of this dissertation is to understand how student groups use provided and their own mediational means and whether they are successful during solving proof assignments.","PeriodicalId":267640,"journal":{"name":"Proceedings of the 2017 ACM Conference on International Computing Education Research","volume":"102 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":"115191240","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}