Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1最新文献_第7页

Who Attempts Optional Practice Problems in a CS1 Course?: Exploring Learner Agency to Foster Mastery Learning 谁会在CS1课程中尝试选修练习题?探索学习者代理促进掌握学习

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569854

Ashish Aggarwal, Neelima Puthanveetil, Christina Gardner-Mccune

{"title":"Who Attempts Optional Practice Problems in a CS1 Course?: Exploring Learner Agency to Foster Mastery Learning","authors":"Ashish Aggarwal, Neelima Puthanveetil, Christina Gardner-Mccune","doi":"10.1145/3545945.3569854","DOIUrl":"https://doi.org/10.1145/3545945.3569854","url":null,"abstract":"As enrollments in CS1 courses continue to rise, it has become essential for CS educators to support students with varying learning needs and prior programming experiences. Many experts have pointed to the use of mastery-based learning (MBL), which allows students to develop proficiency by engaging in formative practice problems at their own pace. However, less is known about the characteristics of students who use and benefit from such an approach. CS educators need strong evidence for whether formative practice helps to increase aggregate learning outcomes, especially among students who could gain the most from MBL. In this paper, we are interested in exploring the characteristics of students who engage with formative learning opportunities. We analyze data from 118 students enrolled in a CS1 course who were provided with weekly optional practice quizzes that contained multiple-choice and free-response questions. We used logistic regression to analyze who actually attempted these optional quizzes and found that while gender was not significant, students who do not have prior programming experience (PPE) were more likely to use optional practice than those with PPE. We also conducted a nonparametric two-sample analysis and found that students without PPE engage with optional practice questions to a higher level than students with PPE. Our findings explore the factors that may underpin students' agency and their academic behavior and performance. These results can inform educators on how to scaffold students' learning trajectories by accounting for expected group-based behavioral patterns while utilizing MBL in large CS1 courses.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"2013 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":"130566156","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

Cyber Security in English Secondary Education Curricula: A Preliminary Study 英语中等教育课程中的网络安全:初步研究

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569758

Ollie Stepney, J. Allison

引用次数: 0

Student Perspectives on Optional Groups 学生对可选组的看法

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569739

J. Calver, Jennifer Campbell, Michelle Craig

引用次数: 0

Eastwood-Tidy: C Linting for Automated Code Style Assessment in Programming Courses 编程课程中用于自动代码风格评估的C语言检测

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569817

Rowan Hart, Brian Hays, Connor McMillin, E. Rezig, Gustavo Rodriguez-Rivera, Jeffrey A. Turkstra

{"title":"Eastwood-Tidy: C Linting for Automated Code Style Assessment in Programming Courses","authors":"Rowan Hart, Brian Hays, Connor McMillin, E. Rezig, Gustavo Rodriguez-Rivera, Jeffrey A. Turkstra","doi":"10.1145/3545945.3569817","DOIUrl":"https://doi.org/10.1145/3545945.3569817","url":null,"abstract":"Computer Science students receive significant instruction towards writing functioning code that correctly satisfies requirements. Auto-graders have been shown effective at scalably running student code and determining whether the code correctly implements a given assignment or project. However, code functionality is only one component of \"good\" code, and there are few studies on the correlation between code style and code quality. There are even fewer studies contributing a tool equivalent to auto-graders for code style checking and grading. We put forth two contributions. First, a style guide for the C programming language focused on readability for student programs. Second, an automated linting tool Eastwood-Tidy providing on-demand style violation and fix feedback for students and automated style grading for course staff. Finally, we survey students and find a positive response to both a code standard and an automated tool to support the standard and make recommendations for the inclusion of both in programming focused courses based on these results.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"15 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":"124756044","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

Exploring the Impact of Cognitive Awareness Scaffolding for Debugging in an Introductory Programming Class 在编程入门课程中探索认知意识脚手架对调试的影响

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569871

Jiwon Lee, Ayaan M. Kazerouni, Christopher Siu, Theresa Migler

{"title":"Exploring the Impact of Cognitive Awareness Scaffolding for Debugging in an Introductory Programming Class","authors":"Jiwon Lee, Ayaan M. Kazerouni, Christopher Siu, Theresa Migler","doi":"10.1145/3545945.3569871","DOIUrl":"https://doi.org/10.1145/3545945.3569871","url":null,"abstract":"Debugging involves the simultaneous application of a number of programming skills - reading code, writing code, problem comprehension, etc. This makes it a challenging activity for novice programmers. Unfortunately, debugging is rarely taught explicitly in introductory programming courses, and is often learned as an implicit goal through programming assignments. In this experience report we explore the impact of a cognitive awareness scaffold to help students monitor their progress as they debug their code. We created a simple form that students used to document their debugging process when they ran into bugs. The form asks questions that students are likely to be asked by course staff during office hours, e.g., \"What have you tried so far?''. This act of verbalizing errors and enumerating successful and unsuccessful strategies to fix them is meant to help students monitor their own debugging progress. We examined the cognitive awareness demonstrated in form responses, finding that responses were more superficial on projects of higher difficulty. Additionally, we gave students an exit survey to measure the perceived impact of the debugging form on students' ability to regulate their debugging process and their confidence while debugging. Students indicated that the form helped them better verbalize errors in their programs, and helped them surmount problems with which they would otherwise have needed help.","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":"130388893","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

Gaming Together, Coding Together: Collaborative Pathways to Computational Learning 一起玩游戏，一起编码:计算学习的协作途径

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569833

Brianna Dym, Cole Rockwood, Casey Fiesler

引用次数: 0

Computer Science Curriculum Guidelines: A New Liberal Arts Perspective 计算机科学课程指南:一个新的文科视角

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569793

Amanda M. Holland-Minkley, Jakob Barnard, Valerie Barr, G. Braught, Janet Davis, David W. Reed, Karl Schmitt, A. Tartaro, J. D. Teresco

{"title":"Computer Science Curriculum Guidelines: A New Liberal Arts Perspective","authors":"Amanda M. Holland-Minkley, Jakob Barnard, Valerie Barr, G. Braught, Janet Davis, David W. Reed, Karl Schmitt, A. Tartaro, J. D. Teresco","doi":"10.1145/3545945.3569793","DOIUrl":"https://doi.org/10.1145/3545945.3569793","url":null,"abstract":"ACM/IEEE curriculum guidelines for computer science, such as CS2013 or the forthcoming CS2023, provide well-researched and detailed guidance about the content and skills that make up an undergraduate computer science (CS) program. Liberal arts CS programs often struggle to apply these guidelines within their institutional context and goals. Historically, this has been addressed through the development of model CS curricula tailored for the liberal arts context. We take a different position: that no single model curriculum can apply across the wide range of liberal arts institutions. Instead, we argue that liberal arts CS educators need best practices for using guidelines such as CS2023 to inform curriculum design. These practices must acknowledge the opportunities and priorities of a liberal arts philosophy as well as a program's mission and identity. This paper reviews the context and motivation behind computing in the liberal arts. We also review the history of liberal arts CS educators and ACM/IEEE curriculum guidelines. We present data and trends about liberal arts computing programs, discussing how this informs curriculum design. Finally, we propose a process that guides programs to work with curriculum guidelines through the lens of institutional and program missions and identities, goals, and situational factors.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"132 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":"127368956","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

Measuring the Impact of a Computational Linear Algebra Course on Students' Exam Performance in a Subsequent Numerical Methods Course 测量计算线性代数课程对学生在后续数值方法课程中的考试成绩的影响

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569778

Hongxuan Chen, Matthew West, S. Hilgenfeldt, Mariana Silva

引用次数: 0

K-12 Teacher Experiences from Online Professional Development for Teaching APCSA K-12教师在APCSA教学中的在线专业发展经验

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569827

Nicole Shanley, Manuel A. Pérez-Quiñones, Florence Martin, D. Pugalee, L. Ahlgrim-Delzell, Ellen Hart

{"title":"K-12 Teacher Experiences from Online Professional Development for Teaching APCSA","authors":"Nicole Shanley, Manuel A. Pérez-Quiñones, Florence Martin, D. Pugalee, L. Ahlgrim-Delzell, Ellen Hart","doi":"10.1145/3545945.3569827","DOIUrl":"https://doi.org/10.1145/3545945.3569827","url":null,"abstract":"Online computer science courses, such as those run by virtual public high schools, can help reach students in schools where funding constraints limit student opportunity. Many schools cannot afford computer science teachers, but with virtual course offerings, students can receive the same learning opportunities regardless of physical location or funding limitations. Due to the increasing demand for online programs, there is a similar demand for high-quality online professional development opportunities. While a substantial body of research focuses on online computer science educators identifying current needs in CS education, additional research is still needed to provide strategies that strengthen the effectiveness of online computer science courses. Through a Research-to-Practice Partnership, this paper examines the effectiveness of a virtual professional development program for online Advanced Placement Computer Science A teachers. This study addresses the following questions: (1) To what extent did the online professional development course improve teacher knowledge in teaching APCSA to high school students? (2) What were K-12 teachers' perceptions of their experiences from the professional development course? The data collected throughout this study included pre and post-test, course surveys, and asynchronous course discussions. A paired t-test was run using the pre and posttest data to analyze changes to participants' overall computer science content knowledge. Our findings suggest that our participant's content knowledge has increased due to our online course. Additionally, the findings from this study shed light on additional ways to support teachers such as offering future professional development opportunities.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"34 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":"129879435","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

Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2 先前的编程经验:CS1和CS2中持续的性能差距

Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1 Pub Date : 2023-03-02 DOI: 10.1145/3545945.3569752

Giang Bui, Naaz Sibia, Angela Zavaleta Bernuy, Michael Liut, Andrew Petersen

{"title":"Prior Programming Experience: A Persistent Performance Gap in CS1 and CS2","authors":"Giang Bui, Naaz Sibia, Angela Zavaleta Bernuy, Michael Liut, Andrew Petersen","doi":"10.1145/3545945.3569752","DOIUrl":"https://doi.org/10.1145/3545945.3569752","url":null,"abstract":"Previous work has reported on the advantageous effects of prior experience in CS1, but it remains unclear whether these effects fade over a sequence of introductory programming courses. Furthermore, while student perceptions suggest that prior experience remains important, studies have reported that a student's expectation of their performance is a more accurate predictor of outcome. We aim to confirm if prior experience (formal or informal) provides short-term and long-term advantages in computing courses or if the advantage fades. Furthermore, we explore whether the expectation of performance is a more accurate predictor of student success than informal and formal prior experience. To explore these questions, we deployed surveys in a CS1 course to gauge students' level of prior experience in programming, prediction of final exam grades, and self-efficacy to succeed in university. Grades from CS1 and CS2 were also collected. We observed a persistent (1-letter grade) gap between the performance of students with no prior experience and those with any experience, but we did not observe a noteworthy gap when comparing student performance based on formal or informal experience. We also observed differences in self-efficacy and retention rates between different levels of prior experience. Lastly, we confirm that success in CS1 can be better reflected and predicted by some controllable factors, such as students' perceptions of ability.","PeriodicalId":371326,"journal":{"name":"Proceedings of the 54th ACM Technical Symposium on Computer Science Education V. 1","volume":"30 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":"115612154","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