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Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education最新文献

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A Study of the Use of a Reflective Activity to Improve Students' Software Design Capabilities 运用反思性活动提高学生软件设计能力的研究
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017770
John W. Coffey
{"title":"A Study of the Use of a Reflective Activity to Improve Students' Software Design Capabilities","authors":"John W. Coffey","doi":"10.1145/3017680.3017770","DOIUrl":"https://doi.org/10.1145/3017680.3017770","url":null,"abstract":"This paper contains a description of a follow-on to a pilot study in which students performed reflective activities as part of the design process in an advanced programming course. Students produced an initial design for their programs that was due within a week after the program was assigned. Along with their projects, students submitted a document reflecting the final design and an analysis of the changes between them. Requirements for the analysis were made more explicit than those in the pilot study. The format of the document was specified and the task was described to the students as a technical writing activity. Results of the work are reported and a comparison with prior work that did not have a specified structure for the student analysis are described.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126612983","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
Testing Across the Curriculum (Abstract Only) 跨课程测试(仅摘要)
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017817
Zachary Kurmas
{"title":"Testing Across the Curriculum (Abstract Only)","authors":"Zachary Kurmas","doi":"10.1145/3017680.3017817","DOIUrl":"https://doi.org/10.1145/3017680.3017817","url":null,"abstract":"Many students find testing software as difficult and frustrating as they find writing prose. As with writing, no pedagogy will magically replace the need for plenty of practice. Therefore, we believe students should be required to write tests in as many courses as practical. This workshop will present a survey of tools that instructors can use to incorporate testing into many different courses throughout the curriculum. We will begin with a quick review of JUnit, then present tools such as (1) RSpec (Ruby's unit testing framework, on which many other testing frameworks are based), (2) MIPSUnit (MIPS assembly) (3) DLUnit (digital logic and simulated CPUs), (4) CUnit (Operating Systems and Networking), (5) Jasmine (JavaScript), (6) and Cucumber (which has many uses, including system tests on web applications). See http://www.cis.gvsu.edu/~kurmasz/TestingWorkshop for more details. (Note: This workshop is not designed to teach high-level testing principles such as \"what tests do I need?\", or \"how do I know when I've written enough tests?\" Similarly, this workshop will not cover TDD or BDD.)","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127834606","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: 0
Analysis of Associations between Motivation and Previous Computer Science Experience, Gender, Ethnicity and Privilege as Observed in a Large Scale Survey of Middle School Students (Abstract Only) 中学生动机与计算机科学经验、性别、种族、特权的关联分析(仅摘要)
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022441
Jeffrey B. Bush, Susan B. Miller
{"title":"Analysis of Associations between Motivation and Previous Computer Science Experience, Gender, Ethnicity and Privilege as Observed in a Large Scale Survey of Middle School Students (Abstract Only)","authors":"Jeffrey B. Bush, Susan B. Miller","doi":"10.1145/3017680.3022441","DOIUrl":"https://doi.org/10.1145/3017680.3022441","url":null,"abstract":"Previous experience correlates to student retention in computer science at the secondary and undergraduate levels, it's impact in middle school is less well understood. Previous research findings from a University of Colorado large scale survey of students' conceptions of computer science have shown that there is a pervasive gender gap in middle school student confidence and interest in computer science. This study conducts a follow up investigation, analyzing data from fall 2014 to spring 2016 (n=6,128), using multiple regression analysis to investigate how student responses to motivational items concerning both confidence and interest vary by gender, previous experience with computer science, minority status, and having a computer at home (a proxy for privilege). Results show statistically significant associations (p<0.001) between the both outcomes (confidence and interest) and each of the four predictors. Gender had the largest association with each outcome. Students with previous experience with computer science also report higher confidence. This is equivalent in size to the higher confidence associated with having a computer at home and twice the higher confidence associated with being non-minority. For interest, previous experience associations were smaller but still significant. These findings imply that previous experience with computer science at the middle school level help to reduce the motivational differences by gender, privilege, and ethnicity.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132665029","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: 0
Getting Principled: Reflections on Teaching CS Principles at Two College Board University Pilots 获得原则:对两个大学理事会大学试点项目CS原则教学的思考
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017758
Jeff Gray, M. Roberts, Jonathan Corley
{"title":"Getting Principled: Reflections on Teaching CS Principles at Two College Board University Pilots","authors":"Jeff Gray, M. Roberts, Jonathan Corley","doi":"10.1145/3017680.3017758","DOIUrl":"https://doi.org/10.1145/3017680.3017758","url":null,"abstract":"The College Board estimates that the new AP CS Principles (CSP) course will set a participation record for new course launches. With a large number of students across the USA enrolling in CSP at the high school level, CS departments at colleges and universities will need to begin considering their position for awarding AP credit. One possibility is the introduction of a new college-focused CSP course for non-majors that can serve as a mapping for AP credit. This paper summarizes the experiences of two faculty at different universities who were official CSP College Board Pilots for several years. An overview of each university's experience is provided in terms of student demographics, common evaluation measures, and individual course nuances, followed by a series of recommendations to faculty who are considering the creation of a CSP course within the curriculum of their own department.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122852123","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
Exposed! CS Faculty Caught Lecturing in Public: A Survey of Instructional Practices 暴露!计算机科学教师在公共场合讲课:教学实践调查
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017702
Scott Grissom, Sue Fitzgerald, R. McCauley, Laurie Murphy
{"title":"Exposed! CS Faculty Caught Lecturing in Public: A Survey of Instructional Practices","authors":"Scott Grissom, Sue Fitzgerald, R. McCauley, Laurie Murphy","doi":"10.1145/3017680.3017702","DOIUrl":"https://doi.org/10.1145/3017680.3017702","url":null,"abstract":"Many research studies show students benefit from instructional practices that promote student interaction within the classroom. However, recent prominent reports suggest many instructors still rely on lecture as their dominant classroom activity. This paper reports on a survey of U.S. computer science teaching practices. Responses indicate many CS instructors use student-centered instructional practices but evidence suggests students would benefit from additional use of these practices. Twenty percent of CS instructors report \"student-centered activities\" are prominent in their classroom. CS instructors are more likely to use student-centered practices than those in other science disciplines but less likely to do so than colleagues in non-science fields. Female CS instructors are more likely to structure their courses around student-centered practices than their male colleagues.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121448989","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: 10
Class-Sourcing Exams: Student-Generated Exam Questions (Abstract Only) 班级溯源考试:学生自编试题(仅摘要)
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3022389
Kendra Walther
{"title":"Class-Sourcing Exams: Student-Generated Exam Questions (Abstract Only)","authors":"Kendra Walther","doi":"10.1145/3017680.3022389","DOIUrl":"https://doi.org/10.1145/3017680.3022389","url":null,"abstract":"Coming up with quality, representative, fair exam questions can be difficult. This lightning talk explores one faculty member's eureka moment to have students generate their own exam questions. This approach was tried in a 300-level cross-listed Computer Science/Information Technology course entitled \"Programming Graphical User Interfaces.\" Students were asked to generate at least one question in each of a variety of categories (multiple choice, true/false, short-answer, and coding questions). Five points of the exam (out of 100) was assigned to the students based on their submitted questions. Students were told that if they had a reasonable distribution of quality questions across all course topics, the test would pull entirely from their exam questions. Students used a Google Form to submit questions and to rate how \"good\" they thought their questions were. The student-submitted questions yielded a 22-page comprehensive study guide, and, at least in this first instance, a solid, representative, and fair exam.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129107774","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: 0
Workshop: Guiding Students to Discover CS Concepts & Develop Process Skills Using POGIL (Abstract Only) 工作坊:引导学生使用POGIL发现CS概念和开发过程技能(仅摘要)
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017826
Clifton Kussmaul, Chris Mayfield, Helen H. Hu
{"title":"Workshop: Guiding Students to Discover CS Concepts & Develop Process Skills Using POGIL (Abstract Only)","authors":"Clifton Kussmaul, Chris Mayfield, Helen H. Hu","doi":"10.1145/3017680.3017826","DOIUrl":"https://doi.org/10.1145/3017680.3017826","url":null,"abstract":"This workshop introduces Process-Oriented Guided Inquiry Learning (POGIL) to anyone who teaches CS or related subjects. In a POGIL classroom, teams of 3-5 learners work on activities with a particular structure based on learning cycles. Through scripted inquiry and investigation, learners discover concepts and construct their own knowledge. Using assigned team roles and other scaffolding, learners develop process skills and individual responsibility. The teacher is not a lecturer, but an active facilitator who helps all students to be engaged and achieve the learning objectives. POGIL is an evidence-based approach, and has been shown to significantly improve student performance. Workshop participants will work through POGIL activities as students, and work through POGIL meta-activities that are designed to help teachers learn core POGIL concepts, practices, and benefits. We will share POGIL materials for a variety of CS courses and concepts. For more information, see http://cspogil.org and http://pogil.org, including activities for CS1, CS2, and other courses. Laptops optional.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116765393","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: 0
Just the Numbers: An Investigation of Contextualization of Problems for Novice Programmers 只是数字:对新手程序员问题情境化的调查
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017726
Ellie Lovellette, John Matta, D. Bouvier, R. Frye
{"title":"Just the Numbers: An Investigation of Contextualization of Problems for Novice Programmers","authors":"Ellie Lovellette, John Matta, D. Bouvier, R. Frye","doi":"10.1145/3017680.3017726","DOIUrl":"https://doi.org/10.1145/3017680.3017726","url":null,"abstract":"Contextualization of problems is widely studied in mathematics education. In computer science it is taken for granted that authentic, contextualized programming assignments will increase student interest and therefore enhance performance in programming assignments. This paper examines whether contextualization is, in fact, beneficial for students. We present a study that compares novice programmers' ability to code a solution given two versions of a problem. One version is contextualized, the other is non-contextualized, using \"just the numbers.\" The results presented indicate that there is no difference in success rates for the two types of programming assignments.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114520909","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
Teaching Parallel Computing with OpenMP on the Raspberry Pi (Abstract Only) 在树莓派上用OpenMP教授并行计算(仅摘要)
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017818
Suzanne J. Matthews, Joel C. Adams, Richard A. Brown, E. Shoop
{"title":"Teaching Parallel Computing with OpenMP on the Raspberry Pi (Abstract Only)","authors":"Suzanne J. Matthews, Joel C. Adams, Richard A. Brown, E. Shoop","doi":"10.1145/3017680.3017818","DOIUrl":"https://doi.org/10.1145/3017680.3017818","url":null,"abstract":"Parallel computing is one of the new knowledge units in the ACM/IEEE CS 2013 curriculum recommendations. This workshop will present the Raspberry Pi as an inexpensive hardware platform for providing each student with her own parallel processor. The tactile and visceral benefits of each student having her own machine and being able to take full advantage of its multicore capabilities are significant. In this hands-on workshop, we show how parallelism can be used to spread the workload of compute-intensive applications across the multiple cores of a Raspberry Pi, and explore its use as an inexpensive hardware platform for teaching parallel computing. CS educators who are interested in learning about parallel computing, OpenMP, and how to teach these concepts on a Raspberry Pi are encouraged to attend. Attendees will enjoy a hands-on hardware/software experience, exploring how parallel computations operate and work in practice. In Part I of the workshop, attendees will set up and explore a Raspberry Pi multi-core computer in small teams. In Part II, each team will use the parallel capabilities of the Raspberry Pi to explore parallel computation through the use of OpenMP \"patternlets\" published on CSinParallel.org. Part III explores applications of the Raspberry Pi to parallel applications such as image processing and population dynamics, using OpenMP. All materials from this workshop will be freely available from CSinParallel.org.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"166 1-2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114587210","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: 0
Using Programming Process Data to Detect Differences in Students' Patterns of Programming 利用编程过程数据检测学生编程模式的差异
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017785
A. S. Carter, C. Hundhausen
{"title":"Using Programming Process Data to Detect Differences in Students' Patterns of Programming","authors":"A. S. Carter, C. Hundhausen","doi":"10.1145/3017680.3017785","DOIUrl":"https://doi.org/10.1145/3017680.3017785","url":null,"abstract":"Analyzing the process data of students as they complete programming assignments has the potential to provide computing educators with insights into their students and the processes by which they learn to program. In prior work, we developed a statistical model that accurately predicts students' homework grades. In this paper, we investigate the relationship between the paths that students take through the programming states on which our statistical model is based, and their overall course achievement. Examining the frequency of the most common transition paths revealed significant differences between students who earned A's, B's, and C's in a CS 2 course. Our results indicate that a) students of differing achievement levels approach programming tasks differently, and b) these differences can be automatically detected, opening up the possibility that they could be leveraged for pedagogical gain.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"333 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124696802","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: 28
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