Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1最新文献_第10页

Students' Perceptions on Engaging Database Domains and Structures 学生对参与数据库领域和结构的看法

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569727

Daphne Miedema, Toni Taipalus, Efthimia Aivaloglou

引用次数: 3

Critical Pedagogy in Practice in the Computing Classroom 批判性教学法在计算机课堂中的实践

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569840

Eric J. Mayhew, E. Patitsas

{"title":"Critical Pedagogy in Practice in the Computing Classroom","authors":"Eric J. Mayhew, E. Patitsas","doi":"10.1145/3545945.3569840","DOIUrl":"https://doi.org/10.1145/3545945.3569840","url":null,"abstract":"To enact social justice in the computer science classroom, we need to go beyond adding token ethics modules to Computer Science (CS) curricula and to rethink the power structures in our pedagogical practices. Critical pedagogy (CP) is a long-standing pedagogical tradition that aims to re-envision power structures in the classroom, but has been relatively underutilized in computing education. To go beyond theoretical ideas of what CP should be in CS, we interviewed 13 computing educators who identified as being influenced by critical pedagogy. We asked participants about their teaching practices, and how they apply CP ideals in their classrooms. To illustrate themes from our interviews and to give a rich description of what a CP-influenced classroom looks like, we present three vignettes highlighting a contrast of approaches to critical CS education: raising students' critical consciousness to see structures of oppression, helping students learn technology that supports their activism, and changing what it means to do computer science by integrating social and political forces. By providing tangible, concrete examples we hope to provide educators with inspiration for their own practice.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115400850","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

Leveraging Computational Science Students' Coding Strengths for Mathematics Learning 利用计算科学学生的编码优势进行数学学习

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569861

Sarah D. Castle

{"title":"Leveraging Computational Science Students' Coding Strengths for Mathematics Learning","authors":"Sarah D. Castle","doi":"10.1145/3545945.3569861","DOIUrl":"https://doi.org/10.1145/3545945.3569861","url":null,"abstract":"The nebulous relationship between mathematics and computation in education has led to questions surrounding computational science students' experiences in mathematics courses. However, many of these conversations are framed in terms of students' misconceptions or their 'poor mathematical skills'. In contrast, I propose leveraging student's computational strengths as a pedagogical approach for creating relevant and engaging mathematics experiences. In order to build an understanding of the ways in which computation affects student's experience and understanding of mathematics, a framework designed to link student's computational experiences and attitudes by adding explicit linkage to these mathematical experiences was implemented. A series of Jupyter notebooks were developed which focused on introducing linear algebra through computing. This study followed computational science students as they worked through the modules in small groups across six weeks. They completed weekly reflections, and pre/post-study interviews. The theoretical framework was operationalized as an analytical framework to link student experience and attitudes. Results highlighted the shift in students' views of the nature of mathematics, their abilities, and the interplay between disciplines. The computational environment enabled students to naturally consider multiple solution paths, develop resilience, and enhanced their ability to explore mathematical concepts in a novel way. This was in contrast with students' initial views that framed mathematics as a set series of steps and formulas to follow. This study both provides a novel perspective in the discourse surrounding research on computational students' experiences in mathematics and highlights the pedagogical power of computing as a novel environment for learning mathematics.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121311143","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

Putting Computing on the Table: Using Physical Games to Teach Computer Science 把计算摆在桌面上:用物理游戏来教授计算机科学

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569883

Jennifer Parham-Mocello, Martin Erwig, M. Niess, Jason Weber, Madelyn Smith, Garrett Berliner

{"title":"Putting Computing on the Table: Using Physical Games to Teach Computer Science","authors":"Jennifer Parham-Mocello, Martin Erwig, M. Niess, Jason Weber, Madelyn Smith, Garrett Berliner","doi":"10.1145/3545945.3569883","DOIUrl":"https://doi.org/10.1145/3545945.3569883","url":null,"abstract":"We describe a new introductory CS curriculum for middle schools that focuses on teaching CS concepts using the instructions and rules for playing simple, physical games. We deliberately avoid the use of technology and, in particular, programming, and we focus on games, such as tossing a coin to see who goes first and playing Tic-Tac-Toe. We report on middle-school students' understanding of basic CS concepts and their experiences with the curriculum. After piloting the curriculum in 6th and 7th grade electives, we found that students liked the curriculum and using games, while some other students reported struggling with the technical content in the algorithm unit and vocabulary across the curriculum. Overall, students gained an understanding of abstraction and representation, and most students could define an algorithm and recognize a condition. However, they could not correctly organize the instructions of an algorithm. Our results suggest that the non-coding, game-based curriculum engaged middle school students in basic CS concepts at the middle school level, but we believe there is room for improvement in delivering technical content and vocabulary related to algorithms.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116313881","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

Understanding and Measuring Incremental Development in CS1 理解和衡量CS1中的增量开发

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569880

Anshul Shah, Michael Granado, Mrinal Sharma, J. Driscoll, Leo Porter, W. Griswold, Adalbert Gerald Soosai Raj

{"title":"Understanding and Measuring Incremental Development in CS1","authors":"Anshul Shah, Michael Granado, Mrinal Sharma, J. Driscoll, Leo Porter, W. Griswold, Adalbert Gerald Soosai Raj","doi":"10.1145/3545945.3569880","DOIUrl":"https://doi.org/10.1145/3545945.3569880","url":null,"abstract":"Incremental development is the process of writing a small snippet of code and testing it before moving on. For students in introductory programming courses, the value of incremental development is especially higher as they may suffer from more syntax errors, lack the proficiency to address complicated bugs, and may be more prone to frustration when struggling to correct code. However, to evaluate the effectiveness of interventions that aim to teach programming processes such as incremental development, we need to develop measures to assess such processes. In this paper, we present a way to measure incremental development. By qualitatively analyzing 15 student coding interviews, we identified common behaviors in the programming process that relate to incremental development. We then leveraged a dataset of over 1000 development sessions -- about 52,000 code snapshots at compilation time -- to automatically detect the common behaviors identified in our qualitative analysis. Finally, we crafted a formal metric, called the \"Measure of Incremental Development'' (MID), to quantify how effectively a student used incremental development during a programming session. The MID detects common non-incremental development patterns such as excessive debugging after large additions of code to automatically assess a sequence of snapshots. The MID aligns with human evaluations of incrementality with over 80% accuracy. Our metric enables new research directions and interventions focused on improving students' development practices.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121397380","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

Measuring Teacher Growth Based on the CSTA K-12 Standards for CS Teachers 基于CSTA K-12 CS教师标准的教师成长测量

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569796

Monica Mcgill, Amanda M. Bell, Jake Baskin, Anni Reinking, Monica Sweet

{"title":"Measuring Teacher Growth Based on the CSTA K-12 Standards for CS Teachers","authors":"Monica Mcgill, Amanda M. Bell, Jake Baskin, Anni Reinking, Monica Sweet","doi":"10.1145/3545945.3569796","DOIUrl":"https://doi.org/10.1145/3545945.3569796","url":null,"abstract":"Professional learning programs for computer science (CS) teachers primarily rely on self-reported data from participants to understand the learning impact on teachers and improve teacher growth. We developed and piloted a set of standardized measures of teacher growth aligned with Standards 2-5 of the Computer Science Teachers Association (CSTA) Standards for CS Teachers. We created a rubric from the 29 indicators across the four standards by merging similar concepts. We reduced these 29 indicators into 18 rubric items placed in one of three groups: Planning (9 items), Assessing (3 items), and Professional Development (6 items). We also created scales for measuring progress on each item based on the criteria for each standard. After creating an entry form based on the rubric items, we conducted a two-cycle pilot process, with teachers (n=24) completing the entry form and providing feedback in the form and in focus groups. We then applied revisions to the process, and conducted a second pilot with a different set of teachers (n=29). Teachers reported multiple ways to improve the process, including understanding their own growth path as a CS teacher. In this experience report, we describe the process of creating the rubric, the two-phase pilot used to gather feedback from the teachers, and the changes that we made to the rubric based on teacher feedback. We also provide a high-level description of the 18 items in the rubric, lessons learned, and recommendations.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122499195","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 GitHub Copilot to Solve Simple Programming Problems 使用GitHub Copilot解决简单的编程问题

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569830

M. Wermelinger

{"title":"Using GitHub Copilot to Solve Simple Programming Problems","authors":"M. Wermelinger","doi":"10.1145/3545945.3569830","DOIUrl":"https://doi.org/10.1145/3545945.3569830","url":null,"abstract":"The teaching and assessment of introductory programming involves writing code that solves a problem described by text. Previous research found that OpenAI's Codex, a natural language machine learning model trained on billions of lines of code, performs well on many programming problems, often generating correct and readable Python code. GitHub's version of Codex, Copilot, is freely available to students. This raises pedagogic and academic integrity concerns. Educators need to know what Copilot is capable of, in order to adapt their teaching to AI-powered programming assistants. Previous research evaluated the most performant Codex model quantitatively, e.g. how many problems have at least one correct suggestion that passes all tests. Here I evaluate Copilot instead, to see if and how it differs from Codex, and look qualitatively at the generated suggestions, to understand the limitations of Copilot. I also report on the experience of using Copilot for other activities asked of students in programming courses: explaining code, generating tests and fixing bugs. The paper concludes with a discussion of the implications of the observed capabilities for the teaching of programming.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128570829","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

Implementation and Evaluation of Technical Interview Preparation Activities in a Data Structures and Algorithms Course 数据结构与算法课程中技术面试准备活动的实施与评估

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569755

A. Kapoor, Sajani Panchal, Christina Gardner-Mccune

{"title":"Implementation and Evaluation of Technical Interview Preparation Activities in a Data Structures and Algorithms Course","authors":"A. Kapoor, Sajani Panchal, Christina Gardner-Mccune","doi":"10.1145/3545945.3569755","DOIUrl":"https://doi.org/10.1145/3545945.3569755","url":null,"abstract":"This experience report describes and evaluates the introduction of Hire Thy Gator technical interview preparation activities in a Data Structures and Algorithms (DSA) course. Our intervention included a panel on internship experiences, a role-play interview demonstration, two participatory mock interview preparation exercises where students interviewed each other first using self-selected peers and second through random pair-ups, and graded short programming problems. We (1) explain the logistics and rationale for embedding these activities, (2) describe the lessons learned and evolution of the activities beyond the intervention semester, and (3) evaluate the impact of these activities on students. We report data from 257 students who participated in our intervention and 106 students who were a part of a control group. Students found that our activities promoted awareness of the recruitment process, allowed them to self-evaluate their strengths and weaknesses, and prepared them for technical interviews. Quantitatively, the intervention cohort reported a higher average normalized confidence gain (0.42) than the control group (0.36) indicating that our activities can aid in building students' confidence.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116966705","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: 1

Visual vs. Textual Programming Languages in CS0.5: Comparing Student Learning with and Student Perception of RAPTOR and Python CS0.5中的可视化与文本编程语言:比较学生对RAPTOR和Python的学习和理解

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569722

Joel Coffman, Adrian A. de Freitas, Justin M. Hill, T. Weingart

引用次数: 0

Describing Elementary Students' Spheres of Influence in Scratch 'About Me' Projects 描述小学生在Scratch“关于我”项目中的影响范围

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569869

Santiago Ojeda-Ramirez, Jennifer L. Tsan, Donna Eatinger, S. Jacob, Dana Saito-Stehberger, Diana Franklin, M. Warschauer

{"title":"Describing Elementary Students' Spheres of Influence in Scratch 'About Me' Projects","authors":"Santiago Ojeda-Ramirez, Jennifer L. Tsan, Donna Eatinger, S. Jacob, Dana Saito-Stehberger, Diana Franklin, M. Warschauer","doi":"10.1145/3545945.3569869","DOIUrl":"https://doi.org/10.1145/3545945.3569869","url":null,"abstract":"Researchers and practitioners have worked to bring computer science to all students. However, CS is still an inequitable field. When developing curricula, we must account for the importance of connecting the lives and identities of historically marginalized students with instructional materials. We examine the knowledge and experiences that elementary (age 9-10) students drew upon to implement an open-ended programming assignment about themselves. We coded the Scratch projects of 189 students to investigate what aspects of their lives students reference, and how they use various modalities in Scratch to create digital media products about themselves. In our data, we found that the most common spheres portrayed were identity, hobbies and leisure, and interests. When expressing their identities, students narrated their experiences, expressed consciousness about their skills, connected to the user via their interests, and sometimes discussed equity. Additionally, our findings add to previous literature on Scratch as an effective platform for digital media production. In particular, we found that students used dialogue, images, sound, and the title to represent their spheres of influence through programming multimedia and interactive projects. This work has implications for the development of curricula and teaching guides for upper elementary students courses on computational thinking. Spheres of influence could inform researchers on the most influential aspects of students life in a specific context, providing elements for creating culturally relevant and interest-based materials and lessons.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123021377","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: 1