Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1最新文献_第3页

CS0 vs. CS1:: Understanding Fears and Confidence amongst Non-majors in Introductory CS Courses CS0 vs. CS1::理解非专业学生在计算机科学入门课程中的恐惧和自信

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569865

Emma Hogan, Ruoxuan Li, Adalbert Gerald Soosai Raj

{"title":"CS0 vs. CS1:: Understanding Fears and Confidence amongst Non-majors in Introductory CS Courses","authors":"Emma Hogan, Ruoxuan Li, Adalbert Gerald Soosai Raj","doi":"10.1145/3545945.3569865","DOIUrl":"https://doi.org/10.1145/3545945.3569865","url":null,"abstract":"Previous research has been devoted to improving the experience of non-majors in introductory CS courses. In this study, we compare the experiences of non-majors in two different introductory CS courses, specifically with respect to fears about taking the course and change in confidence levels. CS0 is a computing course intentionally designed for non-majors, and CS1 is a more traditional introductory computing course. Both of these courses were composed primarily of non-majors and were taught by the same instructor. Survey data was collected from 124 students enrolled in CS0, and 502 students enrolled in CS1. Through qualitative analysis, we found that the fears of non-major students entering both of these introductory CS courses fell into one or more of nine distinct categories (e.g., Coding, Perceiving STEM as Difficult, Managing Workload). Additionally, using students' confidence levels at the beginning and end of the courses, we found that students in CS0 had a greater increase in confidence level than those in CS1. Finally, we explored connections between students' fears and how their confidence changed by the end of the course. We found that students across both courses with fears related to coding, lack of preparation, and being left behind had the highest average increase in confidence levels.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"43 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":"131332586","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

The Role of Spatial Orientation in Diagram Design for Computational Thinking Development in K-8 Teachers 空间取向在图设计中对K-8教师计算思维发展的作用

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569737

Jean Salac, Donna Eatinger, Diana Franklin

{"title":"The Role of Spatial Orientation in Diagram Design for Computational Thinking Development in K-8 Teachers","authors":"Jean Salac, Donna Eatinger, Diana Franklin","doi":"10.1145/3545945.3569737","DOIUrl":"https://doi.org/10.1145/3545945.3569737","url":null,"abstract":"The worldwide push for computing education at younger ages requires that teachers are prepared to deliver instruction that supports all learners. Other discipline-based education research fields offer a wealth of instructional scaffolds worthy of exploration in computing. One such scaffold drawn from math education is diagramming. While diagrams are frequently employed in university computing, little is known about its applications in K-8 (ages 6-14) computing. To inform diagram design for K-8 computing, we investigated how the spatial orientation of a diagram (horizontal or vertical) influenced the extent to which K-8 teachers developed different technological, pedagogical, and content knowledge (TPACK) of computational thinking (CT) concepts, such as loops, conditionals, and decomposition. We found that more teachers were able to decompose a sequence of events when using a vertical diagram. While teachers in both conditions were similarly able to describe various CT concepts and aspects of TPACK, more teachers using a vertical diagram made connections between concepts, whereas more teachers using a horizontal diagram described concepts in isolation. We hope this exploration will spur future work into diagramming and more broadly, spatial reasoning in K-8 computing.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"9 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":"129216018","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

Increasing School Counselor Awareness of Computer Science 提高学校辅导员的计算机科学意识

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569745

Wendy Chi, Patricia Morreale, Jean Chu

{"title":"Increasing School Counselor Awareness of Computer Science","authors":"Wendy Chi, Patricia Morreale, Jean Chu","doi":"10.1145/3545945.3569745","DOIUrl":"https://doi.org/10.1145/3545945.3569745","url":null,"abstract":"K-12 school counselors, along with parents and teachers, are uniquely positioned to support and encourage student educational and career choices. From elementary and middle school, school counselors inform and guide the class and future career choices of the students they work with, establishing access and success for high school courses, such as AP CS courses. With new statewide K-12 CS standards being implemented, a one-year study was undertaken to increase the awareness of computing careers and computer science education by learning first how school counselors perceived computer science, determining how school counselors could increase their understanding of computing careers and finally, identifying the best approaches to reach school counselors with professional learning opportunities designed to increase awareness and understanding of computer science. The professional learning workshops for school counselors were designed as coaching calls, supporting school counselors and aligning with important benchmarks in the K-12 academic year, such as student registration for classes in the next academic year. Qualitative and quantitative methods used included pre- and post-surveys, meeting attendance and interviews with the school counselors. The experience report presented here shows significant increases in school counselor awareness and understanding of computing careers. In particular, the results indicate that multi-event professional learning over time has more impact than shorter (1-2 day) events. The percentage of participants who changed their counseling more than doubled for many of the advising practices. Future work will build on this foundation, while providing more resources for school counselors, and structured to boost attendance and engagement.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"18 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":"125564623","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

Intertwined: Enhancing K-12 Pair Programming Engagement Using Real-Time Collaboration with Twine 交织:使用Twine实时协作增强K-12结对编程参与

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569819

Ishin Iwasaki, Caroline D. Hardin

{"title":"Intertwined: Enhancing K-12 Pair Programming Engagement Using Real-Time Collaboration with Twine","authors":"Ishin Iwasaki, Caroline D. Hardin","doi":"10.1145/3545945.3569819","DOIUrl":"https://doi.org/10.1145/3545945.3569819","url":null,"abstract":"Twine is an open-source tool for creating interactive, nonlinear stories. Minimal programming experience is required for users to create a Twine story, but advanced programmers can extend a Twine story with conditional logic, variables, CSS, and JavaScript. Its accessibility has led to it being used as an educational tool, but it does not offer a native way for multiple users to collaborate on the same story. Students working on a single story are limited to sharing a computer or sending a file back and forth with each other. Prior research on pair programming with younger K-5 students have suggested that single-computer pair programming, where one person is actively using the computer at a given time, may not be the most productive method of collaboration. We developed Intertwined, a modified Twine that enables real-time collaboration between multiple users on the same story. This experience report details the use of Intertwined in a two-day programming camp with kids aged 8-15, where participants collaborated on a Twine story using both a single-computer pair programming method and a multi-computer pair-programming method where each camper was given their own computer. Our observations and survey results found that campers largely favored multi-computer pair programming. Campers had increased efficiency and fewer instances of interpersonal conflict when working on their own computers. Effective collaborative work relies not only on the appropriate method of collaboration but the appropriate tool and activity for collaboration, and real-time collaborative work using interactive stories should be given consideration as an effective learning method.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"22 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":"126797860","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

Engagement Models in Education-Oriented H/FOSS Projects

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569835

G. Braught, S. Huss-Lederman, Stoney Jackson, Wesley Turner, K. Wurst

{"title":"Engagement Models in Education-Oriented H/FOSS Projects","authors":"G. Braught, S. Huss-Lederman, Stoney Jackson, Wesley Turner, K. Wurst","doi":"10.1145/3545945.3569835","DOIUrl":"https://doi.org/10.1145/3545945.3569835","url":null,"abstract":"Engaging students in free and open source (FOSS) projects can provide significant curricular benefits but is known to be challenging for both students and faculty. This paper reports on our efforts to mitigate these challenges through the creation and use of Education-Oriented H/FOSS (Humanitarian FOSS or FOSS) projects - authentic open source projects consciously designed and managed to facilitate student and faculty engagement. We describe four active Education-Oriented H/FOSS projects and introduce a framework for illustrating different models of H/FOSS engagement. The framework is used to structure a discussion of the considerations and trade-offs of different engagement models, and highlights particular models that have been used to engage students and faculty in our four Education-Oriented H/FOSS projects. The framework positions projects along dimensions of professor involvement, responsibility for project hosting/management, mode of student knowledge and skill acquisition, and the curricular engagement goals. In doing so it broadly captures trade-offs that exist between the level of institutional resources used and the level of student independence required. It is anticipated this framework and the discussion that it organizes will be useful to faculty a) in evaluating the appropriateness of particular H/FOSS projects for use in their courses and curriculum and b) as guidance to those considering the creation of new Education-Oriented H/FOSS projects.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"4 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":"123223821","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

CompSciConnect: A Multi-Year Summer Program to Broaden Participation in Computing compsciconconnect:一个多年的暑期项目，以扩大对计算机的参与

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569850

Kristina Kramarczuk, David Weintrop, J. Plane, Kate Atchison, Charlotte Avery

{"title":"CompSciConnect: A Multi-Year Summer Program to Broaden Participation in Computing","authors":"Kristina Kramarczuk, David Weintrop, J. Plane, Kate Atchison, Charlotte Avery","doi":"10.1145/3545945.3569850","DOIUrl":"https://doi.org/10.1145/3545945.3569850","url":null,"abstract":"As society increasingly relies on computers to drive social, economic, and political decisions, the computing workforce must reflect the racial and gender diversity of the larger population. This experience report presents CompSciConnect (CSC), a multi-year program designed to broaden participation in computing for middle school aged students from historically excluded populations (girls and/or Black, Latina/o/e/x, and Native American [BLNA] students). Each cohort of CSC participants span three years with participants meeting for 2 weeks in the summer and one weekend a month during the school year. Students progress through three levels of the program: Yellow (beginner), Red (intermediate), and Terp (advanced). Quantitative and qualitative data guided the growth and implementation of CSC. CSC began in 2012 with just 14 students and now has reached over 532 students. Additionally, CSC alumni cite their experiences in CSC as contributing to their decisions to major in a computing field. Various design factors-such as community-centered student recruitment strategies, the long-term structure of the program, and the scaffolded curriculum-contributed to CSC's growth and its positive impact on CSC participants. In this paper, we present CSC, elaborate on the design factors that led to CSC's success, and highlight the challenges and lessons learned throughout CSC's development.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"82 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":"125166431","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

Learner Ideas and Interests Expressed in Open-ended Projects in a Middle School Computer Science Curriculum 中学计算机科学课程开放式项目中学习者思想与兴趣的表达

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569807

Jennifer L. Tsan, David Weintrop, Donna Eatinger, Diana Franklin

{"title":"Learner Ideas and Interests Expressed in Open-ended Projects in a Middle School Computer Science Curriculum","authors":"Jennifer L. Tsan, David Weintrop, Donna Eatinger, Diana Franklin","doi":"10.1145/3545945.3569807","DOIUrl":"https://doi.org/10.1145/3545945.3569807","url":null,"abstract":"Ensuring that computer science curricula connect to learners' home culture, interests, and lived experiences is one approach to making the field more equitable. A central feature of the Scratch Encore Curriculum is to provide many opportunities for learners to plan and implement open-ended programming projects that invite them to draw on their prior knowledge, experiences, and cultural resources. To date, relatively little research has been done to analyze how learners respond to such curricular invitations, specifically with respect to what aspects of themselves and their interests they choose to express in their resulting projects. In this work, we investigate what people, places, interests, and experiences learners draw from as they plan and program open-ended Scratch projects. We analyzed the planning documents and final projects of 101 4th-7th grade (9-13 years) learners from the first two modules of our curriculum. The results show that when given the chance, learners incorporate aspects (such as Home and Family, and Hobbies and Leisure) of themselves into open-ended projects. Some learners drew from many areas of their lives while others focused on specific events, people, or interests. Our findings also indicate that the activities and Scratch are conducive to having learners of this age group express themselves, even early in the curriculum when they are still learning basic Scratch and CS concepts. This work contributes to our understanding of the impact of culturally responsive curricula and how it shapes the way learners engage with and express themselves in computing curricula.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":" 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113948951","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

Toward a New State-level Framework for Sharing Computer Science Content 面向共享计算机科学内容的新国家级框架

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569808

Bob Edmison, S. Edwards, Lujean Babb, Margaret Ellis, Chris Mayfield, Youna Jung, Marthe Honts

{"title":"Toward a New State-level Framework for Sharing Computer Science Content","authors":"Bob Edmison, S. Edwards, Lujean Babb, Margaret Ellis, Chris Mayfield, Youna Jung, Marthe Honts","doi":"10.1145/3545945.3569808","DOIUrl":"https://doi.org/10.1145/3545945.3569808","url":null,"abstract":"The process of sharing content among instructors at different institutions is not straightforward. In most contexts, \"shared\" material is unidirectional: a more experienced instructor shares their materials with a more novice instructor; a book publisher provides resources to instructors who have adopted their textbook. In a fully-realized sharing ecosystem, this flow is bi-directional. Materials can be shared, modified, corrected or edited, and then the changes are committed back to the repository for use by everyone who has adopted the material. There are many issues that must be addressed regarding the sharing process, related to both the actual content, as well as the context in which the sharing occurs. In fact, there is a wide opinion on what exactly \"sharing\" means. As such, we endeavoured to identify sharing opportunities and address issues that sharing course content raises. The primary goal of this initiative was to inform the development of ways in which shared courses and content can be made available online to share across higher education institutions in Virginia, as a potential model to be expanded to other localities and disciplines. A multi-institutional team developed a framework for sharing course materials within the context of Computer Science at the university-level. A number of areas of consideration have been identified as directly impacting any sharing scheme. Additionally, non-content related issues were uncovered during our investigation. These issues impact the context and process in which the sharing may occur. Finally based on the discussions conducted by the working group, a preliminary framework has been developed.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"201 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":"122454806","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

How do Teaching Practices and Use of Software Features Relate to Computer Science Student Belonging in Synchronous Remote Learning Environments? 同步远程学习环境下计算机科学专业学生的教学实践与软件功能的使用有何关系?

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569876

Noah Q. Cowit, L. Barker

{"title":"How do Teaching Practices and Use of Software Features Relate to Computer Science Student Belonging in Synchronous Remote Learning Environments?","authors":"Noah Q. Cowit, L. Barker","doi":"10.1145/3545945.3569876","DOIUrl":"https://doi.org/10.1145/3545945.3569876","url":null,"abstract":"When faculty behaviors foster students' sense of belonging in class, students report better learning experiences and are more likely to remain in the major. Sense of belonging is the feeling of being a valued and legitimate member of a community. Understanding teacher immediacy behaviors that cultivate belonging in postsecondary synchronous remote classrooms is important for retaining students in computing, where remote coursework is increasingly used to address increases in enrollment. This paper reports on an exploratory, survey-based study on the relationship between instructor immediacy behaviors and use of conferencing software features (e.g., chat, breakout rooms) with student sense of belonging in synchronous remote learning environments. Responses from 125 computing students from approximately 53 courses across the US show that students feel a moderate sense of belonging in their courses, with no differences found across demographic groups. Belonging was found to have a strong relationship with students' overall opinions of their courses and their likelihood of completing the major. Students' camera preferences and instructor camera requirements had no effect on belonging. A regression analysis showed that no tool use variables predicted student sense of belonging. However, two teacher immediacy behaviors, setting aside class time to talk about upcoming course content and use of humor, were significantly associated with an increase in sense of belonging.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"46 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":"128008370","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 Alternative Grading in a Non-Major Algorithms Course 在非主要算法课程中使用替代评分

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569765

Robbie Weber

引用次数: 2