ACM Transactions on Computing Education (TOCE)最新文献

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-09-29 DOI: 10.1145/3530983

Amy J. Ko

引用次数: 0

Introduction to the Special Issue on Justice-Centered Computing Education, Part 2 “以正义为中心的计算机教育”特刊简介(下)

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-09-22 DOI: 10.1145/3530982

Jean J. Ryoo, Rafi Santo, Michael Lachney

引用次数: 1

“Go[ing] Hard...as a Woman of Color”: A Case Study Examining Identity Work within a Performative Dance and Computing Learning Environment “去(ing)硬……“作为有色人种的女性”:在表演舞蹈和计算机学习环境中审视身份工作的案例研究

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-09-15 DOI: 10.1145/3531000

Kayla Desportes, K. McDermott, Yoav Bergner, W. Payne

{"title":"“Go[ing] Hard...as a Woman of Color”: A Case Study Examining Identity Work within a Performative Dance and Computing Learning Environment","authors":"Kayla Desportes, K. McDermott, Yoav Bergner, W. Payne","doi":"10.1145/3531000","DOIUrl":"https://doi.org/10.1145/3531000","url":null,"abstract":"Performing arts computing environments have received little attention in the educational sphere; yet, they offer opportunities for learners to validate their efforts, ideas, and skills through showcasing their work in a public-facing performance. In this work, we explore an out-of-school dance and computing educational program run by the organization, STEM From Dance. The organizational mission is to create an equitable learning experience for young women of color to engage with computing while exposing them to STEM careers. Through an analysis of eleven interviews with youth participants, instructors, and the executive director, we examine how the social, cultural, and political dimensions of the learning environment facilitate identity work in computing and dance. Our findings point to three primary activities used by the organization to promote equity: (1) providing psychological safety through a supportive community environment, (2) meaningfully engaging with learners’ social and cultural context through creative work with constructionist artifacts, and (3) actively promoting identity work as women of color in computing and STEM through both artifact work and community events. Applying the constructs of identity and psychological safety we explore the tensions and synergies of designing for equity in this performing arts and computing learning environment. We demonstrate how the seemingly contradictory elements of a high-stakes performance within a novice learning environment provides unique opportunities for supporting young women of color in computing, making them non-negotiable in the organization’s efforts to promote equity and inclusion. Our work illustrates how attending closely to the sociocultural dimensions in a constructionist learning environment provides lenses for navigating equity, identity work, and support for inclusive computing.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132751135","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: 8

Forging a Path: Faculty Interviews on the Present and Future of Computer Science Education in the United States 锻造一条道路:美国计算机科学教育的现在和未来的教师访谈

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-07-07 DOI: 10.1145/3546581

Stephanie J. Lunn, Maíra Marques Samary, Susanne E. Hambrusch, Aman Yadav

{"title":"Forging a Path: Faculty Interviews on the Present and Future of Computer Science Education in the United States","authors":"Stephanie J. Lunn, Maíra Marques Samary, Susanne E. Hambrusch, Aman Yadav","doi":"10.1145/3546581","DOIUrl":"https://doi.org/10.1145/3546581","url":null,"abstract":"Computer science education (CSEd) is a growing interdisciplinary area that continues to gain momentum from students, researchers, and educators. Yet, there are few formal programs or degree options for students interested in pursuing graduate work in CSEd. This article explores the existing state of CSEd in the United States (U.S.) through semi-structured interviews with (n = 15) faculty engaged in CSEd research. Thematic coding of the transcripts revealed the complexities involved in the development of formal programs, the distinct considerations for faculty, and the value of having strong ties to both computer science and education. The themes described positive aspects of support and cohesion within the larger community and opportunities to expand knowledge across fields. Applying Cornell and Parker’s principles of interdisciplinary science to the field of CSEd, we provide recommendations for ways forward and discuss the potential impact on institutional structures, research capacity, individual and group identities, and teaching and learning. The findings from this investigation not only inform on the present state of CSEd in the U.S., but also offer guidance for CSEd-focused graduate programs.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130428101","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: 2

Cognitive Load Theory in Computing Education Research: A Review 认知负荷理论在计算机教育研究中的应用综述

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-04-28 DOI: 10.1145/3483843

Rodrigo Duran, Albina Zavgorodniaia, Juha Sorva

{"title":"Cognitive Load Theory in Computing Education Research: A Review","authors":"Rodrigo Duran, Albina Zavgorodniaia, Juha Sorva","doi":"10.1145/3483843","DOIUrl":"https://doi.org/10.1145/3483843","url":null,"abstract":"One of the most commonly cited theories in computing education research is cognitive load theory (CLT), which explains how learning is affected by the bottleneck of human working memory and how teaching may work around that limitation. The theory has evolved over a number of decades, addressing shortcomings in earlier versions; other issues remain and are being debated by the CLT community. We conduct a systematic mapping review of how CLT has been used across a number of leading computing education research (CER) forums since 2010. We find that the most common reason to cite CLT is to mention it briefly as a design influence; authors predominantly cite old versions of the theory; hypotheses phrased in terms of cognitive load components are rare; and only a small selection of cognitive load measures have been applied, sparsely. Overall, the theory’s evolution and recent themes in CLT appear to have had limited impact on CER so far. We recommend that studies in CER explain which version of the theory they use and why; clearly distinguish between load components (e.g., intrinsic and extraneous load); phrase hypotheses in terms of load components a priori; look further into validating different measures of cognitive load; accompany cognitive load measures with complementary constructs, such as motivation; and explore themes such as collaborative CLT and individual differences in working-memory capacity.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133154635","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: 12

Responsible Computing: A Longitudinal Study of a Peer-led Ethics Learning Framework 负责任的计算:一个以同伴为主导的伦理学习框架的纵向研究

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-04-28 DOI: 10.1145/3469130

Nora Mcdonald, Adegboyega Akinsiku, Jonathan Hunter-Cevera, Maria Sanchez, K. Kephart, Mark Berczynski, Helena M. Mentis

{"title":"Responsible Computing: A Longitudinal Study of a Peer-led Ethics Learning Framework","authors":"Nora Mcdonald, Adegboyega Akinsiku, Jonathan Hunter-Cevera, Maria Sanchez, K. Kephart, Mark Berczynski, Helena M. Mentis","doi":"10.1145/3469130","DOIUrl":"https://doi.org/10.1145/3469130","url":null,"abstract":"We studied the impact of introducing first-year computer science (CS) students to ethical thinking about the social justice impacts of data collection, tracking, bias, internet privacy, and competitive “real world” system design and critique activities. While basic content was consistent for all, one group was involved throughout the course in peer discussions designed to foster greater engagement, with the anticipation that this would enable students to reach new levels of sensitivity through peer-to-peer interaction. This article reports on our observation of this design, interview, and project data collected throughout the course as well interviews conducted eight months later to learn about how students were retaining and applying what they learned. We found that students are sensitive to the technology-related risks and vulnerabilities encountered by individuals based on race, gender, and, to some extent, age, but they struggle to assess who is responsible for these risks, what to do about bias in technology design, and how to mitigate harms for individuals whom they perceive to be vulnerable, furthering the argument for an integrated ethics curriculum. We explore the value of formal peer-led discussion to evolve social justice thinking with a focus on identity, though note that opportunities for any group discussion are meaningful to students’ thinking about social justice. Over the longer term, students tend to recall and apply ethics that is closely related to their identity, suggesting that empathy has limits.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128332886","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

A Sociocultural Perspective on Computer Science Capital and Its Pedagogical Implications in Computer Science Education 计算机科学资本的社会文化视角及其在计算机科学教育中的教学意义

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-04-28 DOI: 10.1145/3487052

Tina Vrieler, Minna Salminen‐Karlsson

{"title":"A Sociocultural Perspective on Computer Science Capital and Its Pedagogical Implications in Computer Science Education","authors":"Tina Vrieler, Minna Salminen‐Karlsson","doi":"10.1145/3487052","DOIUrl":"https://doi.org/10.1145/3487052","url":null,"abstract":"The aim of this conceptual article is to provide a framework and a lens for educators in diversifying and making CS education more inclusive. In this article, we conceptualize the notion of computer science capital (CSC), which extends Bourdieu’s sociological theory of capital and Archer et al.’s work on “science capital.” The CSC concept was developed by contrasting the concept of science capital with a literature review on key factors affecting students’ aspirations in CS. We argue that there is a need to distinguish between science capital and CSC, because the types of capital that are considered legitimate vary between the field of natural science and computer science. The CSC concept uses a sociocultural perspective on learning and can be understood as a form of symbolic capital that is influential in facilitating students’ possibility to fully participate in, engage with, and form aspirations in CS. The CSC concept consists of three main components, each with associated subcomponents. We believe our CSC framework, along with the self-reflection prompts included in this article, will offer support for reflections for educators in their daily pedagogical work. By taking students’ various levels of social and cultural capital into consideration, educators can plan didactic activities with a focus to strengthen students’ various types of capital. This includes reflection on how implicit and explicit norms, beliefs, thoughts, expectations, values, and ideas can affect the pedagogical practices and ultimately the students. Only when we are reflective about our teaching practices can we be better positioned to construct a more inclusive teaching and learning environment.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117217535","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

How do Computer Science Students Make Decisions in Ethical Situations? Implications for Teaching Computing Ethics based on a Grounded Theory Study 计算机科学专业的学生如何在道德环境下做决定?基于扎根理论研究的计算机伦理学教学启示

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-04-13 DOI: 10.1145/3483841

Amir Hedayati-Mehdiabadi

{"title":"How do Computer Science Students Make Decisions in Ethical Situations? Implications for Teaching Computing Ethics based on a Grounded Theory Study","authors":"Amir Hedayati-Mehdiabadi","doi":"10.1145/3483841","DOIUrl":"https://doi.org/10.1145/3483841","url":null,"abstract":"The daily influence of new technologies on shaping and reshaping human lives necessitates attention to the ethical development of the future computing workforce. To improve computer science students’ ethical decision-making, it is important to know how they make decisions when they face ethical issues. This article contributes to the research and practice of computer ethics education by identifying the factors that influence ethical decision-making of computer science students and providing implications to improve the process. Using a constructivist grounded theory approach, the data from the text of the students’ discussion postings on three ethical scenarios in computer science and the follow-up interviews were analyzed. Based on the analysis, relating to real-life stories, thoughtfulness about responsibilities that come from the technical knowledge of developers, showing care for users or others who might be affected, and recognition of fallacies, contributed to better ethical decision-making. On the other hand, falling for fallacies and empathy for developers negatively influenced students' ethical decision-making process. Based on the findings, this study presents a model of factors that influence the ethical decision-making process of computer science students, along with implications for future researchers and computer ethics educators.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132019965","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: 6

Teaching and Learning Domain Modeling through Collaboration Patterns: A Controlled Experiment 基于协作模式的教与学领域建模:一个对照实验

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-04-04 DOI: 10.1145/3513139

N. Bolloju

{"title":"Teaching and Learning Domain Modeling through Collaboration Patterns: A Controlled Experiment","authors":"N. Bolloju","doi":"10.1145/3513139","DOIUrl":"https://doi.org/10.1145/3513139","url":null,"abstract":"Domain models in software engineering—often represented as class diagrams—depict relevant classes in a given problem domain along with necessary relationships among those classes. These models are important because they establish links between the requirements of a given system under development and the subsequent phases of the systems development life cycle. Although the teaching of basic concepts related to domain modeling takes only about 1 or 2 hours, proper application of these concepts to a given problem situation is difficult for students studying software engineering. Due to their insufficient domain knowledge of the problem situation and modeling experience, they often produce domain models that may not adequately represent necessary elements as part of the domain models. Analysis patterns can help them by encoding expert knowledge and offering guidance in the modeling process. This article reports the findings from a controlled experiment conducted to study the effects of collaboration patterns on the domain modeling process by students. Specifically, the study investigated the differences in students’ perceptions of the ease of the domain modeling process and quality of models produced, perceived difficulties, and how collaboration patterns help address domain modeling difficulties and the quality of domain models produced. Findings from this experimental study involving students from a software engineering course indicate that although there is no significant difference in subjects’ perceptions between the control and treatment groups, the subjects from the treatment group produced better-quality domain models. Additionally, the qualitative analysis of the feedback collected from the subjects from the control and treatment groups reveals that that having knowledge of patterns is beneficial, as it addresses the difficulties in domain modeling.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129613365","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

Dual Process Theories: Computing Cognition in Context 双重过程理论:语境中的计算认知

ACM Transactions on Computing Education (TOCE) Pub Date : 2022-03-28 DOI: 10.1145/3487055

A. Robins

{"title":"Dual Process Theories: Computing Cognition in Context","authors":"A. Robins","doi":"10.1145/3487055","DOIUrl":"https://doi.org/10.1145/3487055","url":null,"abstract":"This paper explores a major theoretical framework from psychology, Dual Process Theory (DPT), which has received surprisingly little attention in the computing education literature. DPT postulates the existence of two qualitatively different kinds of cognitive systems, a fast, intuitive “System 1” and a slow, reflective “System 2”. System 1 is associated with cognitive factors such as crystallized intelligence, long-term memory and associative learning; System 2 with fluid intelligence, working memory, and rule learning. This paper summarizes DPT and the way it has been expressed and explored in literatures relating to intelligence, memory, learning, attention, cognitive load, and more. It proposes a summary model, the Dual Process Cycle (DPC). It then considers example concepts from computing education within the context of this model. Examples include programming expertise, mental models of programs, the notional machine, code reading and code writing, and the theory of Learning Edge Momentum (LEM). In conclusion, it is argued that the DPC (and the framework of DPTs in general) provides a useful context for defining such concepts more richly and exactly, and for generating interesting questions about them.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117149176","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: 2