There is great interest in understanding and influencing students' attraction to computing-related majors. This qualitative study is based on interviews with 31 students enrolled in introductory programming courses at two public universities in the United States. This paper presents a model of five factors that influence student decisions to major in CS and elaborates on our grounded theory analysis of one of these factors: how students assess their CS-related ability. We describe how students measure their ability in terms of speed, grades, and previous experience and how students make interpretations and decisions based upon these measurements. We found that students' interpretations were influenced by experiences in their environments and beliefs about ability as being fixed or malleable.
{"title":"Deciding to major in computer science: a grounded theory of students' self-assessment of ability","authors":"Colleen M. Lewis, K. Yasuhara, Ruth E. Anderson","doi":"10.1145/2016911.2016915","DOIUrl":"https://doi.org/10.1145/2016911.2016915","url":null,"abstract":"There is great interest in understanding and influencing students' attraction to computing-related majors. This qualitative study is based on interviews with 31 students enrolled in introductory programming courses at two public universities in the United States. This paper presents a model of five factors that influence student decisions to major in CS and elaborates on our grounded theory analysis of one of these factors: how students assess their CS-related ability. We describe how students measure their ability in terms of speed, grades, and previous experience and how students make interpretations and decisions based upon these measurements. We found that students' interpretations were influenced by experiences in their environments and beliefs about ability as being fixed or malleable.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124237609","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}
Dissertation overview, addressing the concept of Pedadogical Content Knowledge for the teaching and learning of programming for secondary education.
论文概述，探讨了中学编程教学中教学内容知识的概念。
{"title":"Pedagogical content knowledge in programming education for secondary school","authors":"Mara Saeli","doi":"10.1145/2016911.2016943","DOIUrl":"https://doi.org/10.1145/2016911.2016943","url":null,"abstract":"Dissertation overview, addressing the concept of Pedadogical Content Knowledge for the teaching and learning of programming for secondary education.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128916883","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}
This paper has been removed because it is redundant with a work the authors presented at an earlier conference whose proceedings ACM had already published. See: http://doi.acm.org/10.1145/1953163.1953254
{"title":"CAL programming tutors that guide students in solving problems and help students building skills.","authors":"Wei Jin, Albert T. Corbett","doi":"10.1145/2016911.2016933","DOIUrl":"https://doi.org/10.1145/2016911.2016933","url":null,"abstract":"This paper has been removed because it is redundant with a work the authors presented at an earlier conference whose proceedings ACM had already published. See: http://doi.acm.org/10.1145/1953163.1953254","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124749535","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}
In this paper we suggest that in order to advance, the field of computer science education needs to craft its own research methods, to augment the borrowing of "traditional" methods such as semi-structured interviews and surveys from other research traditions. Two example instruments used in our recent research are discussed. We adopt the metaphor of "bricolage" to characterise not only what researchers do, but to argue that this may be a necessary step towards developing theory.
{"title":"Research design: necessary bricolage","authors":"S. Fincher, J. Tenenberg, A. Robins","doi":"10.1145/2016911.2016919","DOIUrl":"https://doi.org/10.1145/2016911.2016919","url":null,"abstract":"In this paper we suggest that in order to advance, the field of computer science education needs to craft its own research methods, to augment the borrowing of \"traditional\" methods such as semi-structured interviews and surveys from other research traditions. Two example instruments used in our recent research are discussed. We adopt the metaphor of \"bricolage\" to characterise not only what researchers do, but to argue that this may be a necessary step towards developing theory.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130071196","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}
For over a century, studio-based instruction has served as an effective pedagogical model in architecture and fine arts education. Because of its design orientation, human-computer interaction (HCI) education is an excellent venue for studio-based instruction. In an HCI course, we have been exploring a studio-based learning activity called the prototype walkthrough, in which a student project team simulates its evolving user interface prototype while a student audience member acts as a test user. The audience is encouraged to ask questions and provide feedback. We have observed that prototype walkthroughs create excellent conditions for learning about user interface design. In order to better understand the educational value of the activity, we performed a content analysis of a video corpus of 16 prototype walkthroughs held in two undergraduate/graduate HCI courses. We found that the prototype walkthrough discussions were dominated by relevant design issues. Moreover, mirroring the justification behavior of the expert instructor, students justified over 80 percent of their design statements and critiques, with nearly one-quarter of those justifications having a theoretical or empirical basis. These results suggest that prototype walkthroughs can be useful not only in helping to teach HCI design, but also in helping to gauge students' evolving design knowledge.
{"title":"The \"prototype walkthrough\": a studio-based learning activity for human-computer interaction courses","authors":"C. Hundhausen, D. Fairbrother, M. Petre","doi":"10.1145/2016911.2016935","DOIUrl":"https://doi.org/10.1145/2016911.2016935","url":null,"abstract":"For over a century, studio-based instruction has served as an effective pedagogical model in architecture and fine arts education. Because of its design orientation, human-computer interaction (HCI) education is an excellent venue for studio-based instruction. In an HCI course, we have been exploring a studio-based learning activity called the prototype walkthrough, in which a student project team simulates its evolving user interface prototype while a student audience member acts as a test user. The audience is encouraged to ask questions and provide feedback. We have observed that prototype walkthroughs create excellent conditions for learning about user interface design. In order to better understand the educational value of the activity, we performed a content analysis of a video corpus of 16 prototype walkthroughs held in two undergraduate/graduate HCI courses. We found that the prototype walkthrough discussions were dominated by relevant design issues. Moreover, mirroring the justification behavior of the expert instructor, students justified over 80 percent of their design statements and critiques, with nearly one-quarter of those justifications having a theoretical or empirical basis. These results suggest that prototype walkthroughs can be useful not only in helping to teach HCI design, but also in helping to gauge students' evolving design knowledge.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129462399","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}
This is a summary of my thesis work, which examines the sense of identity HS CS teachers hold and explores ways of supporting their identity development through a professional development program focusing on community building and teacher reflection.
{"title":"Building professional identity as computer science teachers: supporting secondary computer science teachers through reflection and community building","authors":"Lijun Ni","doi":"10.1145/2016911.2016942","DOIUrl":"https://doi.org/10.1145/2016911.2016942","url":null,"abstract":"This is a summary of my thesis work, which examines the sense of identity HS CS teachers hold and explores ways of supporting their identity development through a professional development program focusing on community building and teacher reflection.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122087538","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}
Peer Instruction (PI) is an instructional approach that engages students in constructing their own understanding of concepts. Students individually respond to a question, discuss with peers, and respond to the same question again. In general, the peer discussion portion of PI leads to an increase in the number of students answering a question correctly. But are these students really learning, or are they just "copying" the right answer from someone in their group? In an article in the journal Science, Smith et al. affirm that genetics students individually learn from discussion: having discussed a first question with their peers, students are better able to correctly, individually answer a second, conceptually-related question. We replicate their study, finding that students in upper-division computing courses (architecture and theory of computation) also learn from peer discussions, and explore differences between our results and those of Smith et al. Our work reveals that using raw percentage gains between paired questions may not fully illuminate the value of peer discussion. We define a new metric, Weighted Learning Gain, which better reflects the learning value of discussion. By applying this metric to both genetics and computing courses, we consistently find that 85-89% of "potential learners" benefit from peer discussion.
{"title":"Peer instruction: do students really learn from peer discussion in computing?","authors":"Leo Porter, C. Lee, B. Simon, Daniel Zingaro","doi":"10.1145/2016911.2016923","DOIUrl":"https://doi.org/10.1145/2016911.2016923","url":null,"abstract":"Peer Instruction (PI) is an instructional approach that engages students in constructing their own understanding of concepts. Students individually respond to a question, discuss with peers, and respond to the same question again. In general, the peer discussion portion of PI leads to an increase in the number of students answering a question correctly. But are these students really learning, or are they just \"copying\" the right answer from someone in their group? In an article in the journal Science, Smith et al. affirm that genetics students individually learn from discussion: having discussed a first question with their peers, students are better able to correctly, individually answer a second, conceptually-related question. We replicate their study, finding that students in upper-division computing courses (architecture and theory of computation) also learn from peer discussions, and explore differences between our results and those of Smith et al. Our work reveals that using raw percentage gains between paired questions may not fully illuminate the value of peer discussion. We define a new metric, Weighted Learning Gain, which better reflects the learning value of discussion. By applying this metric to both genetics and computing courses, we consistently find that 85-89% of \"potential learners\" benefit from peer discussion.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129487962","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}
We posit that functional programmers employ a notion called expression integrity to understand programs. We attempt to study the extent to which both novices and experts use this notion as they program, discuss the difficulties that arise in measuring this, and offer some observational findings.
{"title":"Do values grow on trees?: expression integrity in functional programming","authors":"G. Marceau, Kathi Fisler, S. Krishnamurthi","doi":"10.1145/2016911.2016921","DOIUrl":"https://doi.org/10.1145/2016911.2016921","url":null,"abstract":"We posit that functional programmers employ a notion called expression integrity to understand programs. We attempt to study the extent to which both novices and experts use this notion as they program, discuss the difficulties that arise in measuring this, and offer some observational findings.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130998713","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}
A dissertation overview addressing what resources students bring to learning to program, which may provide explanations for why some students are more or less successful learning to program.
论文概述解决什么资源的学生带来学习编程，这可能提供解释为什么有些学生或多或少成功的学习编程。
{"title":"Integrating students' prior knowledge into pedagogy","authors":"Colleen M. Lewis","doi":"10.1145/2016911.2016940","DOIUrl":"https://doi.org/10.1145/2016911.2016940","url":null,"abstract":"A dissertation overview addressing what resources students bring to learning to program, which may provide explanations for why some students are more or less successful learning to program.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130074794","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}
Web development can provide a rich context for exploring computer science concepts and practicing computational creativity. However, little is known about the experiences that people have when first learning web development. In this paper, we investigate the help-seeking activity of forty-nine students in an introductory web development course. By applying content analysis to the help forums of the course, we characterize the challenges they encountered and sought help for, relating them to development, instruction, technology, content, and design issues. We apply a second level of content analysis to the development issues, identifying aspects of learning HTML, CSS, and JavaScript that challenged students most often. Finally, we identify several computational concepts that relate to these challenges, including notation, hierarchies and paths, nesting, parameters and arguments, and decomposition and abstraction. We conclude with a discussion on the implications of our findings for computing education.
{"title":"Learning web development: challenges at an earlier stage of computing education","authors":"Thomas H. Park, S. Wiedenbeck","doi":"10.1145/2016911.2016937","DOIUrl":"https://doi.org/10.1145/2016911.2016937","url":null,"abstract":"Web development can provide a rich context for exploring computer science concepts and practicing computational creativity. However, little is known about the experiences that people have when first learning web development. In this paper, we investigate the help-seeking activity of forty-nine students in an introductory web development course. By applying content analysis to the help forums of the course, we characterize the challenges they encountered and sought help for, relating them to development, instruction, technology, content, and design issues. We apply a second level of content analysis to the development issues, identifying aspects of learning HTML, CSS, and JavaScript that challenged students most often. Finally, we identify several computational concepts that relate to these challenges, including notation, hierarchies and paths, nesting, parameters and arguments, and decomposition and abstraction. We conclude with a discussion on the implications of our findings for computing education.","PeriodicalId":268925,"journal":{"name":"Proceedings of the seventh international workshop on Computing education research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2011-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128166149","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}
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