Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1最新文献_第5页

Discovering, Autogenerating, and Evaluating Distractors for Python Parsons Problems in CS1 CS1中Python Parsons问题的发现、自动生成和评估干扰

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569801

David H. Smith, C. Zilles

引用次数: 4

Using Foundational CS1 Curricula for Middle School & Early High School Computer Programming Education 运用基础CS1课程进行初高中计算机程序设计教育

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569877

Gurmeher Kaur, Kristine E. Jordan, J. Kaur

{"title":"Using Foundational CS1 Curricula for Middle School & Early High School Computer Programming Education","authors":"Gurmeher Kaur, Kristine E. Jordan, J. Kaur","doi":"10.1145/3545945.3569877","DOIUrl":"https://doi.org/10.1145/3545945.3569877","url":null,"abstract":"Teaching computer programming to K-12 learners is widely recognized as important for invoking interest in computing in college and beyond. Specifically, with respect to middle school students, several computing education efforts do an excellent job of making the curricula engaging through block-based and multimedia project-based content. However, the programming concepts covered are notably and understandably simpler than those covered in college-level AP CS or CS1. We instead believe that today's college-level CS1 curricula can and should be taught to middle school and early high school students. In this paper, we discuss our efforts in adapting the CS1 course offered at a large public university, for teaching programming to this age group. Over the course of 15 months, we designed and taught the adapted 16-lecture course to multiple sections of middle and early high school students (ranging from 6th to 10th grade and beyond). Our adaptations included persistent use of memory diagrams, extensive practice, and engaging reviews. Analysis of the final course assessment and surveys showed that these students were able to learn CS1 concepts in depth. Our results held regardless of grade level, mathematics knowledge, and acceleration level, but varied with students absences and gender. We urge the CS education community to adopt our approach widely.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"96 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":"131009657","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

Validation of the Placement Skill Inventory: A CS0/CS1 Placement Exam 安置技能清单的验证:CS0/CS1安置考试

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569738

Ryan Bockmon, Chris Bourke

{"title":"Validation of the Placement Skill Inventory: A CS0/CS1 Placement Exam","authors":"Ryan Bockmon, Chris Bourke","doi":"10.1145/3545945.3569738","DOIUrl":"https://doi.org/10.1145/3545945.3569738","url":null,"abstract":"Student success in introductory computing course continues to be a major challenge. Though there has been much research and innovation in recent years to help reduce high failure rates, a substantial population of students still struggle in a typical CS1 course. In this paper we create an argument of validity of the Placement Skills Inventory (PSIv1). The goal of the PSIv1 is to help advise and place students into an appropriate introductory computing course. While placement exams have been developed in the past, the goal of PSIv1 is to differentiate students who will be successful in a CS1 course and those that would be better served taking a CS0 course as their first computing course. In contrast, traditional placement exams have focused on differentiating students between CS1 and CS2. The PSIv1 is a combination of two instruments, the Computational Thinking Concepts and Skills Test and the Second Computer Science 1 Exam Revised Version 2. These two instruments measure students' computation thinking skills and prior programming knowledge respectively. The PSIv1 was administered to all students enrolled in either a CS0 or CS1 during the first two weeks of the semester. We use Item Response Theory to create an argument of validity of the PSIv1 and look at differences in scores on the PSIv1 based on if a student passed or failed a CS0 and CS1 course. We then used the results to create an advising strategy and criteria to help students decided if they should enroll in a CS0 or CS1 course.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"39 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":"132966282","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

Community-driven Course and Tool Development for CS1 CS1的社区驱动课程和工具开发

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569740

Boyd Anderson, M. Henz, Kok-Lim Low

{"title":"Community-driven Course and Tool Development for CS1","authors":"Boyd Anderson, M. Henz, Kok-Lim Low","doi":"10.1145/3545945.3569740","DOIUrl":"https://doi.org/10.1145/3545945.3569740","url":null,"abstract":"In 2012, the authors took responsibility for a CS1 course with 45 students. This experience report reviews the subsequent 10-year learning process of engaging undergraduate students to facilitate small-group teaching and to design and develop an online learning environment to conduct what became our university's flagship CS1 course, currently enrolling 749 students. The course inherited an emphasis on small-group learning from its role model, MIT's 6.001. The size of the learning groups is limited to eight students per group, which currently requires a team of 105 student facilitators. The resulting need for student engagement and scaling motivated the development of a new web-based programming environment and assessment management system custom-made for the course. The system was conceived, designed, and implemented by students of the course, which provided the glue for building a sustainable and scalable community of learners, educators, and student software developers. This experience report describes the pedagogic approach, the course structure, and software system to accommodate the needs of this community. A qualitative and quantitative analysis of the impact of the course over the last four years provides evidence for its efficacy. We hope that this report serves as inspiration for similar large-scale pedagogic efforts that bring learners, educators, and student developers together to form sustainable and scalable learning communities.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"54 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":"123924841","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

Attracting Adults to Computer Programming via Hip Hop 通过嘻哈吸引成年人学习计算机编程

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569800

Douglas Lusa Krug, C. Mouza, W. M. Jones, Taylor Barnett, David C. Shepherd

{"title":"Attracting Adults to Computer Programming via Hip Hop","authors":"Douglas Lusa Krug, C. Mouza, W. M. Jones, Taylor Barnett, David C. Shepherd","doi":"10.1145/3545945.3569800","DOIUrl":"https://doi.org/10.1145/3545945.3569800","url":null,"abstract":"The demand for qualified computing professionals is high, with thousands of positions remaining unfilled each year. To create more qualified professionals, initiatives to attract and engage students in computer science have been proposed, but they tend to concentrate on primary, secondary (K-12), and post-secondary (college) level. With many adults looking for better career opportunities, it is surprising that few computer science initiatives focus on attracting adult learners to the field. This paper presents the results of an informal computer programming course that teaches the foundational concepts of computer programming to adults as they program hip-hop beats. This course is designed to attract adult learners that otherwise might have never considered computer programming, building their confidence and skills. We conducted this course online, two nights a week, for five weeks, for about 40 participants. Afterward, we conducted a qualitative analysis of written survey data. We found that the adult learners' perception of computer programming changed during the course, with many participants planning their next step in computing education.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"1 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":"129128382","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

Teaching Site Reliability Engineering as a Computer Science Elective 作为计算机科学选修课的站点可靠性工程教学

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569809

M. Dickerson, Tzu-Yi Chen

{"title":"Teaching Site Reliability Engineering as a Computer Science Elective","authors":"M. Dickerson, Tzu-Yi Chen","doi":"10.1145/3545945.3569809","DOIUrl":"https://doi.org/10.1145/3545945.3569809","url":null,"abstract":"Much of the previous work on preparing undergraduates for industry focusses on software engineering and the skills needed to design and to implement new software systems. There has been relatively little attention given to the skills needed to maintain, to modify, and to repair systems already in use. These skills are captured in the emerging discipline of site reliability engineering, a relative of software reliability engineering. Site reliability engineers use a distinct set of skills, tools, and techniques for managing complex production systems. More importantly, they have a mindset that prioritizes high performance and reliability while attempting to minimize repetitive tasks done by human operators. In this paper we describe an upper-division elective that was designed to introduce students to site reliability engineering through hands-on assignments requiring teams to deploy, maintain, and scale a working software system, done alongside readings and discussion of high-stakes episodes from the broader history of complex systems. We discuss the design of the class and reflect on what worked well and not so well in the initial offerings.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"67 1 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":"115675468","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

Creating Apps for Community and Social Good: Learning Outcomes of a Culturally Responsive Middle School Computer Science Curriculum 为社区和社会利益创建应用程序:文化响应中学计算机科学课程的学习成果

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569781

Lijun Ni, Gillian Bausch, Elizabeth Thomas-Cappello, F. Martin, Bernardo Feliciano

{"title":"Creating Apps for Community and Social Good: Learning Outcomes of a Culturally Responsive Middle School Computer Science Curriculum","authors":"Lijun Ni, Gillian Bausch, Elizabeth Thomas-Cappello, F. Martin, Bernardo Feliciano","doi":"10.1145/3545945.3569781","DOIUrl":"https://doi.org/10.1145/3545945.3569781","url":null,"abstract":"This study examined student learning outcomes from a culturally responsive middle school computer science (CS) curriculum. The curriculum is based on students creating mobile apps serving community and social good. Two sets of data were collected from 294 students in three urban districts: (1) pre- and post- survey responses on their attitudes toward learning CS and creating culturally responsive apps; (2) the apps created by those students. The analyses of student apps indicated that students were able to create basic apps that connected with their personal interests, life experiences, class community, and the larger society. Paired sample t-tests of pre- and post- survey results indicated that students were significantly more confident in coding and creating community-focused apps after completing the course, regardless of gender and race. However, their interest in solving coding problems and continuing to learn CS decreased afterward. Analyses of students' attitudes by gender, grade, and race showed significant differences among some of those groups. Seventh grade students rated more positively on their attitudes than eighth graders. Students of different racial groups indicated significantly different attitudes, especially the Southeast Asian and African American groups. Male students also reported stronger confidence and interest and more positive attitudes overall than female students.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"173 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":"114907395","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

Community Embedded Computing Education: Shaping Young People's Perceptions of Self-confidence and Personal Expression with Computer Science in a Youth Boxing Gym 社区嵌入式计算机教育:在青少年拳击馆用计算机科学塑造青少年自信和个人表达的观念

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569780

Michael Lachney, Aman Yadav, Matt Drazin, Briana P. Green

{"title":"Community Embedded Computing Education: Shaping Young People's Perceptions of Self-confidence and Personal Expression with Computer Science in a Youth Boxing Gym","authors":"Michael Lachney, Aman Yadav, Matt Drazin, Briana P. Green","doi":"10.1145/3545945.3569780","DOIUrl":"https://doi.org/10.1145/3545945.3569780","url":null,"abstract":"Efforts in the United States to broaden the participation of racial and ethnic minorities in K12 computer science (CS) education often focus on the need for children to change themselves to meet the standards and norms of traditional computing education. Less attention has been paid to how CS education itself might change and adapt to cultural contexts and locations that children already participate in and find of value. In this paper, we describe efforts to change the shape and culture of CS education by designing and implementing it in and for a youth boxing gym in an African American community. We report findings from a boxing inspired CS curriculum that was designed in collaboration with boxing coaches, mentors, and academic staff members at the gym. It was piloted over the course of two six-hour workshops with 15 middle and high school age children. We focused on two issues that are relevant to broadening participation and reshaping the culture of CS education: (1) how the curriculum changed children's perceptions of CS and (2) the creative adaptations that children made to the curricular content and materials. An analysis of pre- and post-surveys using a nonparametric test showed significant positive changes in children's responses to the constructs of self-confidence and expression with CS. Vignettes of children appropriating and personalizing technologies from the workshops are used to unpack these findings. We end with a discussion about the implications of these findings for culture-based CS education in both school and community contexts.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"66 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":"114660132","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

Investigating the Effects of Testing Frequency on Programming Performance and Students' Behavior 测验频率对程式设计表现及学生行为之影响

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569821

David H. Smith, Chinedu Emeka, Max Fowler, Matthew West, C. Zilles

{"title":"Investigating the Effects of Testing Frequency on Programming Performance and Students' Behavior","authors":"David H. Smith, Chinedu Emeka, Max Fowler, Matthew West, C. Zilles","doi":"10.1145/3545945.3569821","DOIUrl":"https://doi.org/10.1145/3545945.3569821","url":null,"abstract":"We conducted an across-semester quasi-experimental study that compared students' outcomes under frequent and infrequent testing regimens in an introductory computer science course. Students in the frequent testing (4 quizzes and 4 exams) semester outperformed the infrequent testing (1 midterm and 1 final exam) semester by 9.1 to 13.5 percentage points on code writing questions. We complement these performance results with additional data from surveys, interviews, and analysis of textbook behavior. In the surveys, students report a preference for the smaller number of exams, but rated the exams in the frequent testing semester to be both less difficult and less stressful, in spite of the exams containing identical content. In the interviews, students predominantly indicated (1) that the frequent testing regimen encourages better study habits (e.g., more attention to work, less cramming) and leads to better learning, (2) that frequent testing reduces test anxiety, and (3) that the frequent testing regimen was more fair, but these opinions were not universally held. The students' impressions that the frequent testing regimen would lead to better study habits is borne out in our analysis of students' activities in the course's interactive textbook. In the frequent testing semester, students spent more time on textbook readings and appeared to answer textbook questions more earnestly (i.e., less \"gaming the system'' by using hints and brute force).","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"78 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":"127222194","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

What Drives Students to Office Hours: Individual Differences and Similarities 是什么驱使学生去办公时间:个体差异和相似性

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569777

Shao-Heng Ko, Kristin Stephens-Martinez

{"title":"What Drives Students to Office Hours: Individual Differences and Similarities","authors":"Shao-Heng Ko, Kristin Stephens-Martinez","doi":"10.1145/3545945.3569777","DOIUrl":"https://doi.org/10.1145/3545945.3569777","url":null,"abstract":"Undergraduate teaching assistants (UTAs) office hours are an approachable way for students to get help, but little is known about why and for what do the students choose to attend office hours. We sought to understand what kind of help the students believe they need by analyzing the problem-solving step students self-reported when joining the office hours queue app. We used the UPIC framework to aggregate course specific problem-solving steps to enable comparing between seven data sets from a CS1 and a data science course across four semesters. We then compared the class-level and student-level phase distributions to understand the differences between the two courses and the two levels in the courses. We found most students have a \"primary phase\" where a majority of their interactions fall, and there are significant individual differences in their phase distributions. Moreover, we did not find either students' demographics or the context of their first visits to significantly impact their individual differences in the phase distributions, suggesting students may have fixed beliefs on how to approach office hours. Finally, a strong majority of interactions happen within 3 days of the deadline, such that the UPIC distribution for those days looks like the class-level phase distribution.","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":"126048738","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