ACM Transactions on Computing Education (TOCE)最新文献_第10页

Design and Evaluation of an “Athletic” Approach to Software Engineering Education 软件工程教育“运动”方法的设计与评价

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-08-17 DOI: 10.1145/3344273

Philip Johnson

引用次数: 3

A Systematic Investigation of Replications in Computing Education Research 计算机教育研究中复制的系统研究

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-08-17 DOI: 10.1145/3345328

Qiang Hao, IV DavidH.Smith, Naitra Iriumi, Michail Tsikerdekis, Amy J. Ko

{"title":"A Systematic Investigation of Replications in Computing Education Research","authors":"Qiang Hao, IV DavidH.Smith, Naitra Iriumi, Michail Tsikerdekis, Amy J. Ko","doi":"10.1145/3345328","DOIUrl":"https://doi.org/10.1145/3345328","url":null,"abstract":"As the societal demands for application and knowledge in computer science (CS) increase, CS student enrollment keeps growing rapidly around the world. By continuously improving the efficacy of computing education and providing guidelines for learning and teaching practice, computing education research plays a vital role in addressing both educational and societal challenges that emerge from the growth of CS students. Given the significant role of computing education research, it is important to ensure the reliability of studies in this field. The extent to which studies can be replicated in a field is one of the most important standards for reliability. Different fields have paid increasing attention to the replication rates of their studies, but the replication rate of computing education was never systematically studied. To fill this gap, this study investigated the replication rate of computing education between 2009 and 2018. We examined 2,269 published studies from three major conferences and two major journals in computing education, and found that the overall replication rate of computing education was 2.38%. This study demonstrated the need for more replication studies in computing education and discussed how to encourage replication studies through research initiatives and policy making.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114660919","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: 33

Social Genesis in Computing Education 计算机教育中的社会起源

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-08-02 DOI: 10.1145/3322211

J. Tenenberg, Donald D. Chinn

{"title":"Social Genesis in Computing Education","authors":"J. Tenenberg, Donald D. Chinn","doi":"10.1145/3322211","DOIUrl":"https://doi.org/10.1145/3322211","url":null,"abstract":"It is common to think of learning as the acquisition of knowledge by an individual learner. Starting a century ago, Lev Vygotsky developed a different perspective on learning, initiating a tradition of educational research whose momentum and influence continue to grow. One of Vygotsky's key principles is the general genetic law of cultural development that states that whatever skilled cognition that individuals carry out within their own minds is preceded by homologous activity carried out by a social group of which this individual was a part. In linking the individual and society through this law, learning is not simply a matter of the acquisition of domain knowledge. Rather, it is a cyclic process by which a social group, in its functioning through joint activity, leads to individuals taking into themselves (i.e., internalizing) the social forms of activity. In this article, our goal is to explicate Vygotsky's genetic law and demonstrate its utility for yielding novel insight into computing education. We provide an extended illustration of the use of Vygotsky's law in examining a teacher and students in a university setting write code together during a class session. What our analysis reveals is that the teacher and students together enact a sequential, rule-based, and dialogical process of problem decomposition and code writing far different from the plan and schema-based models for programming that have emerged from prior research focused on the individual student and their cognitive strategies and structures. We provide commentary on implications of the genetic law for both research and practice in computing education.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"401 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122720586","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

Integrating Ethics within Machine Learning Courses 在机器学习课程中整合伦理学

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-08-02 DOI: 10.1145/3341164

J. Saltz, M. Skirpan, Casey Fiesler, Micha Gorelick, Tom Yeh, Robert Heckman, Neil I. Dewar, Nathan Beard

{"title":"Integrating Ethics within Machine Learning Courses","authors":"J. Saltz, M. Skirpan, Casey Fiesler, Micha Gorelick, Tom Yeh, Robert Heckman, Neil I. Dewar, Nathan Beard","doi":"10.1145/3341164","DOIUrl":"https://doi.org/10.1145/3341164","url":null,"abstract":"This article establishes and addresses opportunities for ethics integration into Machine-learning (ML) courses. Following a survey of the history of computing ethics and the current need for ethical consideration within ML, we consider the current state of ML ethics education via an exploratory analysis of course syllabi in computing programs. The results reveal that though ethics is part of the overall educational landscape in these programs, it is not frequently a part of core technical ML courses. To help address this gap, we offer a preliminary framework, developed via a systematic literature review, of relevant ethics questions that should be addressed within an ML project. A pilot study with 85 students confirms that this framework helped them identify and articulate key ethical considerations within their ML projects. Building from this work, we also provide three example ML course modules that bring ethical thinking directly into learning core ML content. Collectively, this research demonstrates: (1) the need for ethics to be taught as integrated within ML coursework, (2) a structured set of questions useful for identifying and addressing potential issues within an ML project, and (3) novel course models that provide examples for how to practically teach ML ethics without sacrificing core course content. An additional by-product of this research is the collection and integration of recent publications in the emerging field of ML ethics education.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117336467","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: 89

Using Informed Design in Informal Computer Science Programs to Increase Youths’ Interest, Self-efficacy, and Perceptions of Parental Support 在非正式计算机科学课程中使用知情设计来提高青少年的兴趣、自我效能感和对父母支持的感知

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-08-02 DOI: 10.1145/3319445

Jody Clarke-Midura, Chongning Sun, Katarina Pantic, Frederick J. Poole, V. Allan

引用次数: 17

What Is Hard about Teaching Machine Learning to Non-Majors? Insights from Classifying Instructors’ Learning Goals 向非专业学生教授机器学习有什么困难?教师学习目标分类的启示

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-07-20 DOI: 10.1145/3336124

Elisabeth Sulmont, E. Patitsas, J. Cooperstock

{"title":"What Is Hard about Teaching Machine Learning to Non-Majors? Insights from Classifying Instructors’ Learning Goals","authors":"Elisabeth Sulmont, E. Patitsas, J. Cooperstock","doi":"10.1145/3336124","DOIUrl":"https://doi.org/10.1145/3336124","url":null,"abstract":"Given its societal impacts and applications to numerous fields, machine learning (ML) is an important topic to understand for many students outside of computer science and statistics. However, machine-learning education research is nascent, and research on this subject for non-majors thus far has only focused on curricula and courseware. We interviewed 10 instructors of ML courses for non-majors, inquiring as to what their students find both easy and difficult about machine learning. While ML has a reputation for having algorithms that are difficult to understand, in practice our participating instructors reported that it was not the algorithms that were difficult to teach, but the higher-level design decisions. We found that the learning goals that participants described as hard to teach were consistent with higher levels of the Structure of Observed Learning Outcomes (SOLO) taxonomy, such as making design decisions and comparing/contrasting models. We also found that the learning goals that were described as easy to teach, such as following the steps of particular algorithms, were consistent with the lower levels of the SOLO taxonomy. Realizing that higher-SOLO learning goals are more difficult to teach is useful for informing course design, public outreach, and the design of educational tools for teaching ML.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"369 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125024951","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: 34

State Case Study of Computing Education Governance 国家计算机教育治理案例研究

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-07-16 DOI: 10.1145/3320491

M. Garvin, M. Neary, M. Desjardins

{"title":"State Case Study of Computing Education Governance","authors":"M. Garvin, M. Neary, M. Desjardins","doi":"10.1145/3320491","DOIUrl":"https://doi.org/10.1145/3320491","url":null,"abstract":"High school computing education reform efforts have been ongoing across the United States, particularly in the past decade. Although national Computer Science (CS) for All initiatives are promising, states retain control over education policies. Recent computing education reform efforts in the state of Maryland (U.S.A.) focused on providing every public high school student with access to high-quality high school computing courses. Such access provides exposure to computing careers and better prepares a diverse pool of students for computing majors in college and the workforce. This comprehensive embedded multi-level case study examines the state’s computing education reform efforts from 2010 through 2016. The expansion of computing education indicates that while there was positive growth, the growth was not the same for all categories of public high school students. Top-down policies assist in providing leverage to elevate the need for CS; however, bottom-up efforts to support students and to enable teachers to retain autonomy and professionalism is also needed for CS expansion. Despite successes, barriers at the state, Local Education Agencies (LEA), school, and classroom levels persist and are discussed. The findings in this study can be applied to other states with similar governance structures and policies, and we provide specific recommendations.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123790754","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

Pedagogy that Supports Computer Science for All 支持全民计算机科学的教育学

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-07-16 DOI: 10.1145/3322210

Jean J. Ryoo

{"title":"Pedagogy that Supports Computer Science for All","authors":"Jean J. Ryoo","doi":"10.1145/3322210","DOIUrl":"https://doi.org/10.1145/3322210","url":null,"abstract":"The Computer Science (CS) for All movement has taken hold of the United States and CS education is rapidly expanding across nations throughout the world. Yet, as curricula and professional development opportunities are developed, key questions remain about what “works” for engaging youth in CS education, especially those who are historically underrepresented in the field (including young women, students of color, low-income students). In response, this study answers the questions: What teaching practices do students—who are historically underrepresented in CS—believe are most effective for engaging their interest in CS learning? What pedagogical actions do CS teachers identify as most effective for engaging students? And what do these engaging teaching practices look like in the classroom? Through a qualitative study following three different urban high school Exploring Computer Science classrooms over an entire school year (n = 70 students, 3 teachers; >105h of observation data; >50 interviews with students and teachers), key pedagogical practices that had greatest impact on youth's interest and engagement with CS included: (1) demystifying CS by showing its connections to everyday life; (2) addressing social issues impacting both CS and students’ communities; and (3) valuing students’ voices and perspectives. This article shares testimonies from students and teachers, as well as examples of these teaching practices in the classroom.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126105592","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: 49

Programming Embodied Interactions with a Remotely Controlled Educational Robot 远程控制教育机器人的嵌入式交互编程

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-07-16 DOI: 10.1145/3336126

Alexandros Merkouris, K. Chorianopoulos

{"title":"Programming Embodied Interactions with a Remotely Controlled Educational Robot","authors":"Alexandros Merkouris, K. Chorianopoulos","doi":"10.1145/3336126","DOIUrl":"https://doi.org/10.1145/3336126","url":null,"abstract":"Contemporary research has explored educational robotics, but it has not examined the development of computational thinking in the context of programming embodied interactions. Apart from the goal of the robot and how the robot will interact with its environment, another important aspect that should be taken into consideration is whether and how the user will physically interact with the robot. We recruited 36 middle school students to participate in a six-session robotics curriculum in an attempt to expand their learning in computational thinking. Participants were asked to develop interfaces for the remote control of a robot using diverse interaction styles from low-level to high-level embodiment, such as touch, speech, and hand and full-body gestures. We measured students’ perception of computing, examined their computational practices, and assessed the development of their computational thinking skills by analyzing the sophistication of the projects they created during a problem-solving task. We found that students who programmed combinations of low embodiment interfaces or interfaces with no embodiment produced more sophisticated projects and adopted more sophisticated computational practices compared to those who programmed full-body interfaces. These findings suggest that there might be a tradeoff between the appeal and the cognitive benefit of rich embodied interaction with a remotely controlled robot. In further work, educational robotics research and competitions might be complemented with a hybrid approach that blends the traditional autonomous robot movement with student enactment.","PeriodicalId":352564,"journal":{"name":"ACM Transactions on Computing Education (TOCE)","volume":"151 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123770854","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: 16

Brains and Blocks 大脑和积木

ACM Transactions on Computing Education (TOCE) Pub Date : 2019-07-16 DOI: 10.1145/3335815

Chris S. Crawford, J. Gilbert

引用次数: 3