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PeerWise: exploring conflicting efficacy studies PeerWise:探索相互矛盾的疗效研究
Paul Denny, Brian F. Hanks, B. Simon, S. Bagley
PeerWise (PW) is an online tool that allows students in a course to collaborate and learn by creating, sharing, answering and discussing multiple-choice questions (MCQs). Previous studies of PW at the introductory level have shown that students in computing courses like it, and report statistically significant learning gains in courses taught by the investigators at different institutions. However, we recently conducted three quasi-experimental studies of PW use in upper-division computing courses in the U.S. and failed to replicate these positive results. In this paper we consider various factors that may impact the effectiveness of PW, including instructor engagement, usage requirements and subject-matter issues. We also report several positive results from other STEM courses at the same institution, discuss methodological issues pertaining to our recent studies and propose approaches for further investigation.
PeerWise (PW)是一个在线工具,允许学生在课程中通过创建、分享、回答和讨论多项选择题(mcq)进行协作和学习。先前对入门级PW的研究表明,计算机课程的学生喜欢它,并且在不同机构的研究人员教授的课程中报告了统计上显着的学习收益。然而,我们最近在美国进行了三个关于PW在高年级计算课程中使用的准实验研究,并没有复制这些积极的结果。在本文中,我们考虑了可能影响PW有效性的各种因素,包括教师参与、使用要求和主题问题。我们还报告了同一机构其他STEM课程的几个积极结果,讨论了与我们最近研究有关的方法问题,并提出了进一步调查的方法。
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引用次数: 9
What students (should) know about object oriented programming 关于面向对象编程,学生(应该)知道什么
Peter Hubwieser, A. Mühling
In order to explore and validate suitable methods for investigating learning processes, we are currently conducting a case study, exploring the mental models of novice students in the field of object oriented modeling and programming. After abstracting and systemizing the information that was presented to the students of our introductory CS 1 course for non-majors we have asked them to draw concept maps at four points in time. Additionally, we conducted a small midterm exam, where the students had to implement some of the most important concepts and a regular final exam. We found that learning progress can be observed in detail by evaluating the concept maps.
为了探索和验证研究学习过程的合适方法,我们目前正在进行一个案例研究,探索面向对象建模和编程领域新手的心理模型。在对非专业学生的CS 1入门课程的信息进行了抽象和系统化之后,我们要求他们在四个时间点上绘制概念图。此外,我们还进行了一次小规模的期中考试,学生们必须实施一些最重要的概念,并进行定期的期末考试。我们发现可以通过评估概念图来详细观察学习进度。
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引用次数: 21
Predicting at-risk novice Java programmers through the analysis of online protocols 通过对在线协议的分析来预测Java新手程序员的风险
Emily S. Tabanao, M. Rodrigo, Matthew C. Jadud
In this study, we attempted to quantify indicators of novice programmer progress in the task of writing programs, and we evaluated the use of these indicators for identifying academically at-risk students. Over the course of nine weeks, students completed five different graded programming exercises in a computer lab. Using an instrumented version of BlueJ, an integrated development environment for Java, we collected novice compilations and explored the errors novices encountered, the locations of these errors, and the frequency with which novices compiled their programs. We identified which frequently encountered errors and which compilation behaviors were characteristic of at-risk students. Based on these findings, we developed linear regression models that allowed prediction of students' scores on a midterm exam. However, the models derived could not accurately predict the at-risk students. Although our goal of identifying at-risk students was not attained, we have gained insights regarding the compilation behavior of our students, which may help us identify students who are in need of intervention.
在这项研究中,我们试图量化新手程序员在编写程序任务中的进度指标,并评估这些指标在识别学业上有风险的学生方面的使用。在九周的课程中,学生们在计算机实验室完成了五个不同等级的编程练习。使用Java集成开发环境BlueJ的仪器化版本,我们收集了初学者的编译,并探索了初学者遇到的错误、这些错误的位置以及初学者编译程序的频率。我们确定了哪些经常遇到错误,哪些编译行为是高危学生的特征。基于这些发现,我们开发了线性回归模型,可以预测学生在期中考试中的分数。然而,所建立的模型并不能准确地预测有风险的学生。虽然我们没有达到识别有风险学生的目标,但我们对学生的编译行为有了深入的了解,这可能有助于我们识别需要干预的学生。
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引用次数: 91
CS majors' self-efficacy perceptions in CS1: results in light of social cognitive theory 计算机科学专业学生CS1自我效能感:基于社会认知理论的结果
P. Kinnunen, B. Simon
This paper discusses the results of a Grounded Theory study on students experience with introductory programming assignments in the light of social cognitive theory. In previous studies we have found CS majors experienced the process of doing CS1 programming assignments in different ways; but they universally made programming-related self-efficacy assessments along the way. Notably, students may reflect negatively on their self-efficacy after successfully completing an assignment, or positively after struggling with an assignment. CS majors tended to use their comparisons with self and classmates as a base for their self-efficacy perceptions. This paper takes a deeper look at these results from the lens of Bandura's self-efficacy theory with the goal of detailing viable pedagogical interventions to support students' introductory programming course experiences.
本文从社会认知理论的角度讨论了一项扎根理论研究的结果。在之前的研究中,我们发现CS专业的学生在完成CS1编程作业的过程中有不同的体验;但他们都做了与编程相关的自我效能评估。值得注意的是,学生在成功完成作业后可能会对自我效能感产生负面影响,而在努力完成作业后则会产生积极影响。计算机科学专业的学生倾向于将他们与自己和同学的比较作为他们自我效能感的基础。本文从Bandura的自我效能理论的角度对这些结果进行了更深入的研究,目的是详细介绍可行的教学干预措施,以支持学生的编程入门课程体验。
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引用次数: 93
Proceedings of the seventh international workshop on Computing education research 第七届计算机教育研究国际研讨会论文集
M. Caspersen, M. Clancy, Kathryn E. Sanders
We welcome you to Aarhus and to the Sixth International Computing Education Research Workshop, ICER 2010, sponsored by the ACM Special Interest Group in Computer Science Education (SIGCSE). This year's workshop continues its tradition of being the premier forum for presentation of contributions to the computing education research discipline. The call for papers attracted 38 submissions. All papers were double-blind peer-reviewed by members of the international program committee. After the reviewing, 12 papers (32%) were accepted for inclusion in the conference, written by authors across six countries: Australia, Finland, Germany, Israel, the United Kingdom, and the United States of America. The papers span a wide variety of topics, including tools and tool use; conceptions, preconceptions, and misconceptions; attitudes; collaborative learning; research categorization; teacher adaptation to new paradigms; and broad-scale adoption of computing innovations. The program also includes a keynote address by Mordechai (Moti) Ben-Ari from Weizmann Institute of Science, Israel, outlining the non-myths about programming and what this knowledge might offer to computing education researchers and course designers.
我们欢迎您来到奥胡斯,参加由ACM计算机科学教育特别兴趣小组(SIGCSE)主办的第六届国际计算教育研究研讨会(ICER 2010)。今年的研讨会延续了它的传统,成为展示对计算机教育研究学科贡献的首要论坛。论文征集收到了38份意见书。所有论文均由国际项目委员会成员进行双盲同行评审。经过评审,12篇论文(32%)被会议接受,作者来自6个国家:澳大利亚、芬兰、德国、以色列、英国和美国。论文涵盖了各种各样的主题,包括工具和工具使用;观念、先入之见和误解;的态度;协作学习;研究分类;教师对新范式的适应;以及计算机创新的广泛采用。该计划还包括来自以色列魏茨曼科学研究所的Mordechai (Moti) Ben-Ari的主题演讲,概述了关于编程的非神话,以及这些知识可能为计算机教育研究人员和课程设计者提供的信息。
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引用次数: 10
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Proceedings of the seventh international workshop on Computing education research
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