Proceedings of the seventh international workshop on Computing education research最新文献

Deciding to major in computer science: a grounded theory of students' self-assessment of ability 决定主修计算机科学:学生自我能力评估的基础理论

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016915

Colleen M. Lewis, K. Yasuhara, Ruth E. Anderson

引用次数: 110

Pedagogical content knowledge in programming education for secondary school 中学程序设计教育的教学内容知识

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016943

Mara Saeli

引用次数: 1

CAL programming tutors that guide students in solving problems and help students building skills. 指导学生解决问题并帮助学生培养技能的CAL编程导师。

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016933

Wei Jin, Albert T. Corbett

引用次数: 0

Research design: necessary bricolage 研究设计:必要的拼贴

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016919

S. Fincher, J. Tenenberg, A. Robins

引用次数: 24

The "prototype walkthrough": a studio-based learning activity for human-computer interaction courses “原型演练”:一个基于工作室的人机交互课程学习活动

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016935

C. Hundhausen, D. Fairbrother, M. Petre

{"title":"The \"prototype walkthrough\": a studio-based learning activity for human-computer interaction courses","authors":"C. Hundhausen, D. Fairbrother, M. Petre","doi":"10.1145/2016911.2016935","DOIUrl":"https://doi.org/10.1145/2016911.2016935","url":null,"abstract":"For over a century, studio-based instruction has served as an effective pedagogical model in architecture and fine arts education. Because of its design orientation, human-computer interaction (HCI) education is an excellent venue for studio-based instruction. In an HCI course, we have been exploring a studio-based learning activity called the prototype walkthrough, in which a student project team simulates its evolving user interface prototype while a student audience member acts as a test user. The audience is encouraged to ask questions and provide feedback. We have observed that prototype walkthroughs create excellent conditions for learning about user interface design. In order to better understand the educational value of the activity, we performed a content analysis of a video corpus of 16 prototype walkthroughs held in two undergraduate/graduate HCI courses. We found that the prototype walkthrough discussions were dominated by relevant design issues. Moreover, mirroring the justification behavior of the expert instructor, students justified over 80 percent of their design statements and critiques, with nearly one-quarter of those justifications having a theoretical or empirical basis. These results suggest that prototype walkthroughs can be useful not only in helping to teach HCI design, but also in helping to gauge students' evolving design knowledge.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129462399","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: 15

Building professional identity as computer science teachers: supporting secondary computer science teachers through reflection and community building 建立计算机科学教师的专业认同:通过反思和社区建设支持中学计算机科学教师

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016942

Lijun Ni

引用次数: 53

Peer instruction: do students really learn from peer discussion in computing? 同侪指导:学生真的能从计算机的同侪讨论中学习吗?

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016923

Leo Porter, C. Lee, B. Simon, Daniel Zingaro

{"title":"Peer instruction: do students really learn from peer discussion in computing?","authors":"Leo Porter, C. Lee, B. Simon, Daniel Zingaro","doi":"10.1145/2016911.2016923","DOIUrl":"https://doi.org/10.1145/2016911.2016923","url":null,"abstract":"Peer Instruction (PI) is an instructional approach that engages students in constructing their own understanding of concepts. Students individually respond to a question, discuss with peers, and respond to the same question again. In general, the peer discussion portion of PI leads to an increase in the number of students answering a question correctly. But are these students really learning, or are they just \"copying\" the right answer from someone in their group? In an article in the journal Science, Smith et al. affirm that genetics students individually learn from discussion: having discussed a first question with their peers, students are better able to correctly, individually answer a second, conceptually-related question. We replicate their study, finding that students in upper-division computing courses (architecture and theory of computation) also learn from peer discussions, and explore differences between our results and those of Smith et al. Our work reveals that using raw percentage gains between paired questions may not fully illuminate the value of peer discussion. We define a new metric, Weighted Learning Gain, which better reflects the learning value of discussion. By applying this metric to both genetics and computing courses, we consistently find that 85-89% of \"potential learners\" benefit from peer discussion.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129487962","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: 189

Do values grow on trees?: expression integrity in functional programming 价值观是从树上长出来的吗?:函数式编程中的表达式完整性

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016921

G. Marceau, Kathi Fisler, S. Krishnamurthi

引用次数: 3

Integrating students' prior knowledge into pedagogy 将学生的先验知识融入教学

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016940

Colleen M. Lewis

引用次数: 2

Learning web development: challenges at an earlier stage of computing education 学习网络开发:计算机教育早期阶段的挑战

Proceedings of the seventh international workshop on Computing education research Pub Date : 2011-08-08 DOI: 10.1145/2016911.2016937

Thomas H. Park, S. Wiedenbeck

引用次数: 65