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

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Creativity in Authentic STEAM Education with EarSketch EarSketch在真实STEAM教育中的创造力
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017763
Shelly Engelman, Brian Magerko, Tom McKlin, M. Miller, Doug Edwards, Jason Freeman
{"title":"Creativity in Authentic STEAM Education with EarSketch","authors":"Shelly Engelman, Brian Magerko, Tom McKlin, M. Miller, Doug Edwards, Jason Freeman","doi":"10.1145/3017680.3017763","DOIUrl":"https://doi.org/10.1145/3017680.3017763","url":null,"abstract":"STEAM education is a method for driving student engagement in STEM topics through personal expression, creativity and aesthetics. EarSketch, a collaborative and authentic learning tool which introduces students to programming through music remixing, has previously been shown to enhance student engagement and intent to persist in computing. The goal of EarSketch is to broaden participation in computing through a thickly authentic learning environment that has personal and real world relevance in both computational and music domains. This mixed methods study extends previous work by 1) using a newly- developed instrument to assess creativity and 2) testing a theory of change model that provides an explanatory framework for increasing student engagement in STEAM. The results suggest that students who used EarSketch express statistically significant gains in computing attitudes and creativity. Furthermore, a series of multiple regression analyses found that a creative learning environment, fueled by a meaningful and personally relevant EarSketch curriculum, drives improvements in students' attitudes and intent to persist in computing. This work makes a significant contribution to computer science education by establishing the effectiveness of an authentic STEAM curriculum and advancing our knowledge of the underlying mechanisms driving students' motivations to persist in STEM disciplines.","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":"132103792","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: 38
Fulfilling Papert's Dream: Computational Fluency for All 实现纸的梦想:所有人的计算流畅性
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3025046
M. Resnick
{"title":"Fulfilling Papert's Dream: Computational Fluency for All","authors":"M. Resnick","doi":"10.1145/3017680.3025046","DOIUrl":"https://doi.org/10.1145/3017680.3025046","url":null,"abstract":"Fifty years ago, Seymour Papert and colleagues developed Logo as the first programming language for children. Today, millions of children are participating in learn-to-code initiatives, but Papert's dream remains unfulfilled. Papert (who passed away last summer) saw programming not as a set of technical skills but as a new form of fluency - a new way for all children to explore, experiment, and express themselves. In this presentation, I will examine strategies for fulfilling Papert's dream. Drawing on examples from our Scratch online coding community, I will discuss how we can design programming environments and activities to help all children, from all backgrounds, to develop their thinking, develop their voices, and develop their identities.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"83 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":"131691056","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: 4
GP: A General Purpose Blocks-Based Language (Abstract Only) GP:一种通用的基于块的语言(仅抽象)
Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education Pub Date : 2017-03-08 DOI: 10.1145/3017680.3017825
John H. Maloney, M. Nagle, Jens Mönig
{"title":"GP: A General Purpose Blocks-Based Language (Abstract Only)","authors":"John H. Maloney, M. Nagle, Jens Mönig","doi":"10.1145/3017680.3017825","DOIUrl":"https://doi.org/10.1145/3017680.3017825","url":null,"abstract":"The first programming language for most children worldwide today is a blocks-based language like Scratch or Snap. GP is a blocks-based programming language designed to be a follow-on. GP aims to be a general purpose language, like Python or Ruby, in which students can create more complex programs or create standalone applications. GP includes a mechanism for creating modules for others to re-use and a wide variety of primitives, including tools for manipulating CVS and JSON data, using serial port and network connections, and manipulating pixels in pictures or samples in sounds. The language could be used in computer science classes beyond introductory computer science. GP explores the questions: \"How far can we go with a blocks-based programming language? Do we have to move students to a textual programming language to explore advanced computational ideas and applications?\" In this laptop required workshop, participants will try out GP. They will explore sample projects and create their own projects that push on advanced features of GP such as using multiple classes and instances, creating sets of blocks that can be shared as extension modules, using cloud data, or manipulating images and sounds. GP will be released (free and open source) in Summer 2017, so our goal is to find early adopters who are interested in trying GP and developing examples for others.","PeriodicalId":344382,"journal":{"name":"Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education","volume":"3 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":"132043291","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
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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