Proceedings of the 11th Workshop in Primary and Secondary Computing Education最新文献_第2页

Introducing Student Assessments with Evidence of Validity for NYC's CS4All 引入纽约市CS4All学生评估的有效性证据

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978252

Leigh Ann Delyser, Bryan Mascio, Kelsey Finkel

{"title":"Introducing Student Assessments with Evidence of Validity for NYC's CS4All","authors":"Leigh Ann Delyser, Bryan Mascio, Kelsey Finkel","doi":"10.1145/2978249.2978252","DOIUrl":"https://doi.org/10.1145/2978249.2978252","url":null,"abstract":"There are few assessments with strong evidence of validity for collecting data from students studying computer science (CS) education. Many of the assessments focus solely on students' attitudes and beliefs, or on curriculum. With the launch of NYC's CS4All initiative, there is a need for assessments that can be used at scale to measure CS outcomes across curricula and programs. This paper presents scales drawn from Panorama Education for collecting data from students, and the methodology used in creating and modifying those scales. The selected scales were modified, without undermining their evidence of validity, to measure students' perceptions of the pedagogical effectiveness and expectations and rigor of a CS teacher; and students' perceptions of their own interest in CS and engagement in their CS class. Following a discussion of the surveys and their modifications, data from an initial administration of the surveys are presented as a baseline for the community. Overall response data as well as cross-scale correlations are included. The paper concludes with a discussion of findings and how the surveys will be used in the future in NYC.","PeriodicalId":423694,"journal":{"name":"Proceedings of the 11th Workshop in Primary and Secondary Computing Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121525344","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

Toward a Developmental Epistemology of Computer Programming 计算机程序设计的发展认识论

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978251

R. Lister

引用次数: 37

Drops and Kinks: Modeling the Retention of Flow for Hour of Code Style Tutorials drop and Kinks:为一小时的代码风格教程建模流的留存率

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978260

A. Repenning, Ashok R. Basawapatna

{"title":"Drops and Kinks: Modeling the Retention of Flow for Hour of Code Style Tutorials","authors":"A. Repenning, Ashok R. Basawapatna","doi":"10.1145/2978249.2978260","DOIUrl":"https://doi.org/10.1145/2978249.2978260","url":null,"abstract":"It can be difficult to evaluate Hour of Code activities for outcome measures such as motivation. Participation levels, for example, might be more indicative of marketing effectiveness and give little insight into longitudinal user engagement. By imagining these activities as a series of steps, we can develop a survival function model based on simple Markov chains. The student-retention this model predicts can be compared to empirical retention data gathered from traditional step-by-step and puzzle based programming tutorials. Retention of Flow is an affective evaluation [1] instrument that compares empirical student retention data to this model to better understand student motivation throughout the activity and beyond. This paper discusses two specific aspects of this Retention of Flow analysis. Drops, or sharp declines in retention, indicate a loss of motivation resulting from cognitive, practical and technical challenges. Kinks in retention indicate more gradual shifts in activity motivation. This paper uses data from a puzzle and a tutorial-based Hour of Code activity to show how understanding the Retention of Flow as a mathematical model can help with the evaluation and the design of programming tutorials.","PeriodicalId":423694,"journal":{"name":"Proceedings of the 11th Workshop in Primary and Secondary Computing Education","volume":"418 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116529903","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: 7

CTWINS: improving Computational Thinking confidence in educators through paired activities CTWINS:通过配对活动提高教育工作者对计算思维的信心

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978269

R. Millwood, Glenn Strong, N. Bresnihan, P. Cowan

引用次数: 0

What children ask about computers, the Internet, robots, mobiles, games etc. 孩子们问的关于电脑、互联网、机器人、手机、游戏等的问题。

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978259

C. Borowski, I. Diethelm, H. Wilken

{"title":"What children ask about computers, the Internet, robots, mobiles, games etc.","authors":"C. Borowski, I. Diethelm, H. Wilken","doi":"10.1145/2978249.2978259","DOIUrl":"https://doi.org/10.1145/2978249.2978259","url":null,"abstract":"For all teachers, it is important to know what questions their pupils are interested in. They can then adjust the contents of their teaching and increase their pupils' motivation and learning progress. We interviewed more than 600 primary school children to find out what they want to know about computers, mobile phones, robots, the Internet etc. as representatives of computer science and information technology. Using the qualitative content analysis a corresponding category system was formed from the 2594 questions we collected. From the results, we created a two-dimensional category system: The main dimension consists of the perceivable artifacts Internet, computers, robots, mobile phones, sound and pictures, game consoles, and games. The second dimension consists of the sub-categories for the perspective of the question: history and future, operation, potential, development and production, and safety and durability. Using these subcategories it is possible for teachers to classify the children's questions, to look for questions not asked and to look at computer science and information technology from five different perspectives together with the children.","PeriodicalId":423694,"journal":{"name":"Proceedings of the 11th Workshop in Primary and Secondary Computing Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132269468","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: 13

Towards Supporting Scientific Inquiry in Computer Science Education 计算机科学教育中科学探究的支持

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978255

S. Schulz, Niels Pinkwart

{"title":"Towards Supporting Scientific Inquiry in Computer Science Education","authors":"S. Schulz, Niels Pinkwart","doi":"10.1145/2978249.2978255","DOIUrl":"https://doi.org/10.1145/2978249.2978255","url":null,"abstract":"Experimentation is one of the key techniques to gain knowledge in science. Physical computing is increasingly gaining attention in computer science; it shares several features with experimentation so that it seems plausible to build on established models of experimentation for physical computing based computer science education. This paper presents a theoretically derived physical computing model and compares it to established models of scientific inquiry, pointing out common elements such as similar phases, but also potential differences. In a physical computing pilot study, we analyzed student behavior based on the theoretically derived model in order to see if this model -- when used to analyze student behavior -- is (1) reasonably applicable, and (2) potentially helpful for teachers. The results of the study generally confirm the appropriateness of the model as an analytical lens for describing student activities in physical computing exercises. At the same time, the study results also motivate slight modifications of the model. Finally, the study results may serve as a guide for teachers who want to conduct physical computing lessons.","PeriodicalId":423694,"journal":{"name":"Proceedings of the 11th Workshop in Primary and Secondary Computing Education","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123980660","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

Teacher professional development through a physical computing workshop 教师专业发展通过物理计算机研讨会

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978270

Tom Neutens, F. Wyffels

引用次数: 6

Teaching Abstract Thinking in Introduction to Computer Science for 7th Graders 七年级计算机科学导论中抽象思维的教学

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978261

D. Statter, M. Armoni

引用次数: 61

A Case Study of Physical Computing in Computer Science Education 物理计算在计算机科学教育中的案例研究

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978256

M. Brinkmeier, Daniel Kalbreyer

引用次数: 36

From Scratch to Patch: Easing the Blocks-Text Transition 从零开始到补丁:缓解块到文本的过渡

Proceedings of the 11th Workshop in Primary and Secondary Computing Education Pub Date : 2016-10-13 DOI: 10.1145/2978249.2978265

W. Robinson

{"title":"From Scratch to Patch: Easing the Blocks-Text Transition","authors":"W. Robinson","doi":"10.1145/2978249.2978265","DOIUrl":"https://doi.org/10.1145/2978249.2978265","url":null,"abstract":"A significant consequence of the phenomenal success of block-based languages such as Scratch in introducing novices to computer programming, coupled with the fact that \"real world\" programming is generally performed via textual languages, has been that educators have been increasingly forced to address the question of how one may best facilitate this transition. Yet if transfer of computational thinking (CT) skills from one language to another is to occur such skills must exist in the first place, and therefore prior to the issue of transition one must also consider the extent to which a first language provides support for their development. Drawing upon experience gained as a teacher of Computing to children in UK Key Stages 1, 2 and 3, using both Scratch and Python, this discussion presents the pedagogical arguments for a modified version of Scratch 1.4 called \"Patch\". Patch addresses these issues by providing inter alia an integrated tracing/debugging tool and user-editable pseudo-code blocks to assist algorithm development and implementation. In addition to providing enhanced support for the teaching of CT skills, Patch also introduces new iterator blocks and user-defined functions with Python-like syntax, as well as a number of other syntactical changes, in order to prepare for and minimise the gap between these two languages.","PeriodicalId":423694,"journal":{"name":"Proceedings of the 11th Workshop in Primary and Secondary Computing Education","volume":"148 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123419677","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: 11