Proceedings of the eleventh annual International Conference on International Computing Education Research最新文献_第2页

Measuring Knowledge of Misconceptions in Computer Science Education 计算机科学教育中误解知识的测量

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787745

Laura Ohrndorf

引用次数: 0

Empowering Makers in the Cognitive Era 认知时代的创客赋权

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787623

J. Spohrer

{"title":"Empowering Makers in the Cognitive Era","authors":"J. Spohrer","doi":"10.1145/2787622.2787623","DOIUrl":"https://doi.org/10.1145/2787622.2787623","url":null,"abstract":"After briefly surveying the history of knowledge, computing, programming, and software engineering, computing education will be reframed as empowering makers in the cognitive era. The makers' movement is about the democratization of the tools of self-expression and production. From global cloud-based deployment of apps on smart phones to nano-manipulation of advanced materials in custom jewelry and clothing with open designs downloadable for 3D printers, software empowers makers to co-create value in smart service systems. Smart service systems are based on provider platforms that enable customer to interact and co-create value together. In addition, cognitive assistants for all business occupations and societal roles are beginning to appear democratizing access to knowledge and expertise in smart service systems. Teaching about the elegance, not just correctness, of solutions and how they serve customers wants, needs, and aspiration will be of increasing importance. The implications for a next generation of students who \"make a job, not just take a job\" even before graduation will be explored. Also, issues of sustainability and resilience of smart service systems with empowered makers in the cognitive era will be explored. Rethinking the rights and responsibilities of empowered makers at all ages will require an especially close examination of the way teamwork is encouraged and rewarded in families, neighborhoods, and educational institutions.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116601594","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

Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools 比较基于文本、基于块和混合块/文本编程工具

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787752

David Weintrop

{"title":"Comparing Text-based, Blocks-based, and Hybrid Blocks/Text Programming Tools","authors":"David Weintrop","doi":"10.1145/2787622.2787752","DOIUrl":"https://doi.org/10.1145/2787622.2787752","url":null,"abstract":"This dissertation investigates the comparative affordances and drawbacks of blocks-based, text-based, and hybrid blocks/text introductory programming tools. Blocks-based programming environments are growing in popularity and are increasingly being used in formal introductory programming contexts. To date, much of the work evaluating such tools has focused on their effectiveness in out-of-school contexts and emphasized engagement and attitudinal measures over content mastery. Given their growing presence in classrooms, it is important to understand the benefits and limitations of the use of the blocks-based programming approach in formal learning contexts relative to text-based or hybrid blocks/text alternatives. This dissertation will carry out a quasi-experimental study in high school computer science classrooms to answer questions related to the impact of blocks-based, text-based, and hybrid blocks/text introductory tools, assess the suitability of such tools for preparing students for future computer science learning opportunities, and explore the design space between blocks-based and text-based programming. The goal of this work is to better understand the tools we are using to introduce today's learners to computer science and lay the foundation for creating the tools of tomorrow.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129098855","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: 9

Privilege and Computer Science Education: How can we level the playing field? 特权与计算机科学教育:我们如何创造公平的竞争环境?

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787747

M. Parker

引用次数: 2

Worked Examples with Errors for Computer Science Education 计算机科学教育中的错误示例

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787741

J. Griffin

引用次数: 0

Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs 使用交换评估比较基于块和基于文本的程序中的概念理解

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787721

David Weintrop, U. Wilensky

{"title":"Using Commutative Assessments to Compare Conceptual Understanding in Blocks-based and Text-based Programs","authors":"David Weintrop, U. Wilensky","doi":"10.1145/2787622.2787721","DOIUrl":"https://doi.org/10.1145/2787622.2787721","url":null,"abstract":"Blocks-based programming environments are becoming increasingly common in introductory programming courses, but to date, little comparative work has been done to understand if and how this approach affects students' emerging understanding of fundamental programming concepts. In an effort to understand how tools like Scratch and Blockly differ from more conventional text-based introductory programming languages with respect to conceptual understanding, we developed a set of \"commutative\" assessments. Each multiple-choice question on the assessment includes a short program that can be displayed in either a blocks- based or text-based form. The set of potential answers for each question includes the correct answer along with choices informed by prior research on novice programming misconceptions. In this paper we introduce the Commutative Assessment, discuss the theoretical and practical motivations for the assessment, and present findings from a study that used the assessment. The study had 90 high school students take the assessment at three points over the course of the first ten weeks of an introduction to programming course, alternating the modality (blocks vs. text) for each question over the course of the three administrations of the assessment. Our analysis reveals differences on performance between blocks-based and text-based questions as well as differences in the frequency of misconceptions based on the modality. Future work, potential implications, and limitations of these findings are also discussed.","PeriodicalId":394643,"journal":{"name":"Proceedings of the eleventh annual International Conference on International Computing Education Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123332504","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: 179

ACM Curriculum Reports: A Pedagogic Perspective ACM课程报告:教育学视角

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787714

S. Dziallas, S. Fincher

引用次数: 7

Supporting Elementary School Computer Science Learning with Interactive Spoken Dialogue Agents 用交互式口语对话代理支持小学计算机科学学习

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787750

Jennifer L. Tsan

引用次数: 0

Designing a Data-Driven Tutor Authoring Tool for CS Educators 为CS教育工作者设计一个数据驱动的导师创作工具

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/2787622.2787749

Kelly Rivers

引用次数: 2

Session details: Papers: Identity and Affect 会议细节:论文:身份和影响

Proceedings of the eleventh annual International Conference on International Computing Education Research Pub Date : 2015-07-09 DOI: 10.1145/3253901

S. Heckman

引用次数: 0