In order to apply their computing knowledge to everyday situations, students first need to be able to identify those situations in which computing even plays a role. This task becomes increasingly difficult, however, as computing systems become more and more ubiquitous and invisible. Based on the analysis of 28 semi-structured focus interviews, we aim to develop a grounded theory of students' conceptions and reasoning related to this identification process. In this paper, we outline our motivation and study design.
{"title":"Towards a grounded theory of how students identify computing","authors":"Michael T. Rücker, Niels Pinkwart","doi":"10.1145/3137065.3137071","DOIUrl":"https://doi.org/10.1145/3137065.3137071","url":null,"abstract":"In order to apply their computing knowledge to everyday situations, students first need to be able to identify those situations in which computing even plays a role. This task becomes increasingly difficult, however, as computing systems become more and more ubiquitous and invisible. Based on the analysis of 28 semi-structured focus interviews, we aim to develop a grounded theory of students' conceptions and reasoning related to this identification process. In this paper, we outline our motivation and study design.","PeriodicalId":423233,"journal":{"name":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126768069","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}
C. Brackmann, Marcos Román-González, G. Robles, J. Moreno-León, Ana Casali, D. Barone
Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not have proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly for primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach may be effective for the development of this ability.
{"title":"Development of Computational Thinking Skills through Unplugged Activities in Primary School","authors":"C. Brackmann, Marcos Román-González, G. Robles, J. Moreno-León, Ana Casali, D. Barone","doi":"10.1145/3137065.3137069","DOIUrl":"https://doi.org/10.1145/3137065.3137069","url":null,"abstract":"Computational thinking is nowadays being widely adopted and investigated. Educators and researchers are using two main approaches to teach these skills in schools: with computer programming exercises, and with unplugged activities that do not require the use of digital devices or any kind of specific hardware. While the former is the mainstream approach, the latter is especially important for schools that do not have proper technology resources, Internet connections or even electrical power. However, there is a lack of investigations that prove the effectiveness of the unplugged activities in the development of computational thinking skills, particularly for primary schools. This paper, which summarizes a quasi-experiment carried out in two primary schools in Spain, tries to shed some light on this regard. The results show that students in the experimental groups, who took part in the unplugged activities, enhanced their computational thinking skills significantly more than their peers in the control groups who did not participate during the classes, proving that the unplugged approach may be effective for the development of this ability.","PeriodicalId":423233,"journal":{"name":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129084411","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}
Latent pre-instructional conceptions on a certain topic, which learners bring into the classroom, can have a significant influence on the learning success to be achieved there. In science, therefore, the model of educational reconstruction was developed, which regards the comparison between technical domain concepts and existing learner conceptions as an essential and iterative element within instructional design. In order to support this process, the conceptions of learners and teachers on different topics of science were investigated in thousands of works so far. In the area of computer science, however, comparable research has so far only been conducted to very little extend -- concerning e.g. conceptions of the Internet, the computer and the way programs work. Within the paper at hand, the authors intend to add to this research by contributing learner conceptions of (relational) databases. A semi-structured online questionnaire was used to collect the perspectives of 193 German learners. It contained open questions on the conceptions of databases and their everyday applications as well as on the explanation of computing-related phenomena with an indirect relation to databases. The data analysis was carried out using the method of qualitative content analysis according to Mayring and provided three different category systems for various aspects of the subject. As a major result it was found that the conceptions of learners regarding relational databases can be structured according to the ANSI/SPARC acrchitecture model for DBMS, however, completed by an everyday perspective on its three layers (external, conceptual, and internal). Finally, the identified learners' perspectives were compared with the associated scientific concepts for similarities and differences with the method of reciprocal comparison and guidelines for structuring database teaching were derived.
{"title":"A Database is Like a Dresser With Lots of Sorted Drawers: Secondary School Learners' Conceptions of Relational Databases","authors":"T. Brinda, Thorsten Terjung","doi":"10.1145/3137065.3137074","DOIUrl":"https://doi.org/10.1145/3137065.3137074","url":null,"abstract":"Latent pre-instructional conceptions on a certain topic, which learners bring into the classroom, can have a significant influence on the learning success to be achieved there. In science, therefore, the model of educational reconstruction was developed, which regards the comparison between technical domain concepts and existing learner conceptions as an essential and iterative element within instructional design. In order to support this process, the conceptions of learners and teachers on different topics of science were investigated in thousands of works so far. In the area of computer science, however, comparable research has so far only been conducted to very little extend -- concerning e.g. conceptions of the Internet, the computer and the way programs work. Within the paper at hand, the authors intend to add to this research by contributing learner conceptions of (relational) databases. A semi-structured online questionnaire was used to collect the perspectives of 193 German learners. It contained open questions on the conceptions of databases and their everyday applications as well as on the explanation of computing-related phenomena with an indirect relation to databases. The data analysis was carried out using the method of qualitative content analysis according to Mayring and provided three different category systems for various aspects of the subject. As a major result it was found that the conceptions of learners regarding relational databases can be structured according to the ANSI/SPARC acrchitecture model for DBMS, however, completed by an everyday perspective on its three layers (external, conceptual, and internal). Finally, the identified learners' perspectives were compared with the associated scientific concepts for similarities and differences with the method of reciprocal comparison and guidelines for structuring database teaching were derived.","PeriodicalId":423233,"journal":{"name":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","volume":"2002 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130898893","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 present an empirical evaluation of a Computer Science Experimenter's Kit. The kit offers hands-on material for basic concepts of computer science accompanied by illstrations of the occupational profile of computer scientists. Overall, 25 preschool children participated in the study. Data collection was realized with qualitative methods suitable for young children. Results show that the material offered by CSKit allows preschool children -- girls and boys alike -- to acquire elementary computational concepts and to expand their mental model of computer science as a profession. However, this knowledge gain did not result in a significant increase of interest in computer science as a content topic and as a profession.
{"title":"Mental Models, Career Aspirations, and the Acquirement of Basic Concepts of Computer Science in Elementary Education: Empirical Evaluation of the Computer Science Experimenter's Kit","authors":"Maike Wolking, Ute Schmid","doi":"10.1145/3137065.3137076","DOIUrl":"https://doi.org/10.1145/3137065.3137076","url":null,"abstract":"We present an empirical evaluation of a Computer Science Experimenter's Kit. The kit offers hands-on material for basic concepts of computer science accompanied by illstrations of the occupational profile of computer scientists. Overall, 25 preschool children participated in the study. Data collection was realized with qualitative methods suitable for young children. Results show that the material offered by CSKit allows preschool children -- girls and boys alike -- to acquire elementary computational concepts and to expand their mental model of computer science as a profession. However, this knowledge gain did not result in a significant increase of interest in computer science as a content topic and as a profession.","PeriodicalId":423233,"journal":{"name":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115705539","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}
{"title":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","authors":"E. Barendsen, Peter Hubwieser","doi":"10.1145/3137065","DOIUrl":"https://doi.org/10.1145/3137065","url":null,"abstract":"","PeriodicalId":423233,"journal":{"name":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129752307","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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