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Productive Failure-based Programming Course to Develop Computational Thinking and Creative Problem-Solving Skills in a Korean Elementary School 在韩国小学开设基于失败的生产性编程课程,培养计算思维和创造性解决问题的能力
IF 2.7 Q1 Social Sciences Pub Date : 2024-06-06 DOI: 10.15388/infedu.2024.14
Dagyeom Lee, Youngjun Lee
As our society has advanced in the era of digital transformation, education has been transformed from knowledge-centered to competency-centered to solve future problems in the light of unpredictable changes and events in our lives. Programming education provides the basic knowledge needed, and fosters higher-order thinking skills in the process of generating and converging ideas to solve problems. However, in Korean elementary schools, it is mostly based on a lecture-based instructional design and focuses on knowledge delivery, which has limited the educational effects of programming. However, productive failure (PF) focuses on learning concepts in authentic problems, and lets the students generate different solutions and discuss them in an acceptable environment, with the result that they fail to solve the problem. Therefore, this study developed a PF-based educational program and tested it on sixth-grade students in a Korean elementary school. The results showed that the computational thinking (CT) and creative problem-solving (CPS) skills of the experimental group were significantly greater than those of the control group, with a medium effect size for CT and a high effect size for CPS skills. To generalize the results and increase the applicability, follow-up studies should expand the subject of the study, develop specific teaching guidelines for teachers, and invent various learning problems appropriate to the students’ level and different domains of learning.
随着我们的社会进入数字化转型时代,教育已从以知识为中心转变为以能力为中心,以解决我们生活中不可预测的变化和事件所带来的未来问题。编程教育提供所需的基础知识,并在产生和汇聚想法以解决问题的过程中培养高阶思维能力。然而,在韩国的小学中,编程教育大多基于讲授式的教学设计,侧重于知识的传授,这限制了编程教育的效果。然而,生产性失败(PF)侧重于在真实问题中学习概念,让学生产生不同的解决方案,并在可接受的环境中进行讨论,其结果是学生无法解决问题。因此,本研究开发了一个基于 PF 的教育项目,并对韩国一所小学的六年级学生进行了测试。结果显示,实验组的计算思维(CT)和创造性解决问题(CPS)能力明显高于对照组,其中计算思维能力的效应大小为中等,创造性解决问题能力的效应大小为高等。为了推广研究结果并提高其适用性,后续研究应扩展研究对象,为教师制定具体的教学指导,并发明适合学生水平和不同学习领域的各种学习问题。
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引用次数: 0
Number of program builds: Another criterium for assessing difficulty of a programming task? 程序构建次数:评估编程任务难度的另一个标准?
IF 2.7 Q1 Social Sciences Pub Date : 2024-05-14 DOI: 10.15388/infedu.2024.23
Václav Dobiáš, Václav Šimandl, Jiří Vaníček
The paper discusses an alternative method of assessing the difficulty of pupils’ programming tasks to determine their age appropriateness. Building a program takes the form of its successive iterations. Thus, it is possible to monitor the number of times such a program was built by the solver. The variance of the number of program builds can be considered as a criterion of the difficulty of the task. We seek to verify whether this variance is the greatest in the age group for which the task is most suitable. We created several series of programming tasks and offered them to 87000 pupils from 4th to 13th grade. For each task, we compared the optimal age group determined by the variance of the number of program builds method with the group determined by the correct answer ratio method. A strong correlation was observed in traditional microworlds Karel the Robot and Turtle. A moderate correlation was achieved in the new microworld Movie.
本文讨论了评估小学生编程任务难度的另一种方法,以确定其年龄是否合适。建立程序的形式是连续迭代。因此,可以监测解算器建立程序的次数。程序构建次数的方差可被视为任务难度的标准。我们试图验证在任务最适合的年龄组中,这种差异是否最大。我们创建了多个系列的编程任务,并提供给 87000 名四年级至十三年级的学生。对于每项任务,我们将根据程序构建数量方差法确定的最佳年龄组与根据正确答案比率法确定的年龄组进行了比较。在传统的微型世界 "机器人卡雷尔 "和 "乌龟 "中观察到了很强的相关性。在新的微型世界 "电影 "中,相关性适中。
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引用次数: 0
“Hear” and “Play” Students Misconceptions on Concurrent Programming using Sonic Pi 用 Sonic Pi "听 "和 "玩 "学生对并行编程的误解
IF 2.7 Q1 Social Sciences Pub Date : 2024-04-24 DOI: 10.15388/infedu.2024.22
Daniele Traversaro, Giorgio Delzanno, Giovanna Guerrini
Concurrency is a complex to learn topic that is becoming more and more relevant, such that many undergraduate Computer Science curricula are introducing it in introductory programming courses. This paper investigates the combined use of Sonic Pi and Team-Based Learning to mitigate the difficulties in early exposure to concurrency. Sonic Pi, a domain-specific music language, provides great support for “playing” with concurrency and “hearing” common problems such as data races and lack of synchronization among different concurrent threads. More specifically, the paper focuses on students’ misconceptions regarding concurrency in Sonic Pi, and compares them to those arising in traditional concurrent programming languages. In addition, it preliminarily explores knowledge transfer from Sonic Pi to C/C++. The approach has been applied in two teaching experiments with undergraduate students in our University involving 184 participants. Our investigations bring out the need to address misconceptions through targeted interventions for a clear understanding of concurrent programming concepts. Sonic Pi’s simplified abstraction and domain-specific flavor has demonstrated to be effective, especially for first-year students.
并发是一个复杂的学习课题,它正变得越来越重要,因此许多本科计算机科学课程都在编程入门课程中引入了并发。本文研究了如何结合使用 Sonic Pi 和团队学习来减轻早期接触并发的困难。Sonic Pi 是一种特定领域的音乐语言,它为 "玩 "并发和 "听 "常见问题(如数据竞赛和不同并发线程之间缺乏同步)提供了极大的支持。更具体地说,本文重点关注学生在 Sonic Pi 中对并发性的误解,并将其与传统并发编程语言中出现的误解进行比较。此外,本文还初步探讨了从 Sonic Pi 到 C/C++ 的知识迁移。该方法已在我校本科生的两次教学实验中应用,共有 184 人参加。我们的调查表明,有必要通过有针对性的干预来解决误解,从而清晰地理解并发编程概念。Sonic Pi 的简化抽象和特定领域风味已被证明是有效的,尤其是对一年级学生。
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引用次数: 0
Relationships between middle school students’ digital literacy skills, computer programming self-efficacy, and computational thinking self-efficacy 中学生数字素养技能、计算机编程自我效能感和计算思维自我效能感之间的关系
IF 2.7 Q1 Social Sciences Pub Date : 2024-04-22 DOI: 10.15388/infedu.2024.20
Muhammed Murat Gümüş, Volkan Kukul, Özgen Korkmaz
This study aims to explain the relationships between secondary school students' digital literacy, computer programming self-efficacy and computational thinking self-efficacy. The study group consists of 204 secondary school students. A relational survey model was used in the research method and three different data collection tools were used to collect data. The structural equation model was used in data analysis to reveal a model that explains and predicts the relationships between variables. According to the results of the research, it was determined that digital literacy of secondary school students affected their computer programming self-efficacy, digital literacy affected their computational thinking self-efficacy, and computer programming self-efficacy affected their computational thinking self-efficacy. It was also found that digital literacy skills have an indirect effect on secondary students' computational thinking self-efficacy on computational thinking self-efficacy.
本研究旨在解释中学生的数字素养、计算机编程自我效能感和计算思维自我效能感之间的关系。研究对象包括 204 名中学生。研究方法采用关系调查模式,并使用三种不同的数据收集工具来收集数据。在数据分析中使用了结构方程模型,以揭示解释和预测变量之间关系的模型。根据研究结果,确定中学生的数字素养影响其计算机编程自我效能感,数字素养影响其计算思维自我效能感,计算机编程自我效能感影响其计算思维自我效能感。研究还发现,数字素养技能对中学生计算思维自我效能感有间接影响,而计算思维自我效能感对数字素养技能有间接影响。
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引用次数: 0
Simulating Similarities to Maintain Academic Integrity in Programming 模拟相似性以维护编程学术诚信
IF 2.7 Q1 Social Sciences Pub Date : 2024-04-22 DOI: 10.15388/infedu.2024.21
Oscar Karnalim
Programming students need to be informed about plagiarism and collusion. Hence, we developed an assessment submission system to remind students about the matter. Each submission will be compared to others and any similarities that do not seem a result of coincidence will be reported along with their possible reasons. The system also employs gamification to promote early and unique submissions. Nevertheless, the system might put unnecessary pressure as coincidental similarities can still be reported. Further, it does not specifically cover self-plagiarism. We revisit the system and shift our focus to report simulated similarities from student own submission instead of reporting actual similarities across submissions. According to our evaluation with 390 students and five quasi-experiments, students with simulated similarities are slightly more aware of plagiarism and collusion, self-plagiarism in particular. Their awareness of the matter is somewhat acceptable (around 75%) and they see the benefits of our assessment submission system.
程序设计专业的学生需要了解抄袭和串通行为。因此,我们开发了一个评估提交系统来提醒学生注意此事。每一份提交的材料都会与其他材料进行比较,任何并非巧合的相似之处都会连同可能的原因一并报告。该系统还采用了游戏化的方式,鼓励学生尽早提交独特的作品。不过,该系统可能会带来不必要的压力,因为巧合的相似之处仍会被报告。此外,该系统并没有明确涵盖自我抄袭行为。我们重新审视了该系统,并将重点转移到报告学生自己提交的模拟相似性上,而不是报告不同提交的实际相似性。根据我们对 390 名学生进行的评估和五个准实验,使用模拟相似性的学生对抄袭和串通(尤其是自我抄袭)的认识略有提高。他们对这一问题的认识在一定程度上是可以接受的(约 75%),而且他们看到了我们的评估提交系统的好处。
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引用次数: 0
Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies 让学生适应数据驱动的世界:关于学习数据驱动技术相关性的定性研究
IF 2.7 Q1 Social Sciences Pub Date : 2024-04-22 DOI: 10.15388/infedu.2024.19
Lukas Höper, Carsten Schulte
In K-12 computing education, there is a need to identify and teach concepts that are relevant to understanding machine learning technologies. Studies of teaching approaches often evaluate whether students have learned the concepts. However, scant research has examined whether such concepts support understanding digital artefacts from everyday life and developing agency in a digital world. This paper presents a qualitative study that explores students’ perspectives on the relevance of learning concepts of data-driven technologies for navigating the digital world. The underlying approach of the study is data awareness, which aims to support students in understanding and reflecting on such technologies to develop agency in a data-driven world. This approach teaches students an explanatory model encompassing several concepts of the role of data in data-driven technologies. We developed an intervention and conducted retrospective interviews with students. Findings from the analysis of the interviews indicate that students can analyse and understand data-driven technologies from their everyday lives according to the central role of data. In addition, students’ answers revealed four areas of how learning about data-driven technologies becomes relevant to them. The paper concludes with a preliminary model suggesting how computing education can make concepts of data-driven technologies meaningful for students to understand and navigate the digital world.
在 K-12 计算机教育中,需要确定并教授与理解机器学习技术相关的概念。对教学方法的研究通常会评估学生是否学会了这些概念。然而,很少有研究探讨这些概念是否有助于理解日常生活中的数字人工制品,以及在数字世界中发展代理能力。本文介绍了一项定性研究,探讨了学生对学习数据驱动技术概念与驾驭数字世界的相关性的看法。研究的基本方法是数据意识,旨在帮助学生理解和反思这类技术,从而在数据驱动的世界中发展自己的能力。这种方法向学生传授一种解释模型,其中包含数据驱动技术中数据作用的若干概念。我们制定了一项干预措施,并对学生进行了回顾性访谈。访谈分析结果表明,学生可以根据数据的核心作用,从日常生活中分析和理解数据驱动技术。此外,学生的回答还揭示了学习数据驱动技术如何与他们息息相关的四个方面。本文最后提出了一个初步模型,建议计算机教育如何使数据驱动技术的概念对学生理解和驾驭数字世界有意义。
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引用次数: 0
Creative programming in architecture: a computational thinking approach 建筑中的创意编程:计算思维方法
IF 2.7 Q1 Social Sciences Pub Date : 2024-03-12 DOI: 10.15388/infedu.2024.18
Patricia Domínguez-Gómez, Flavio Celis
The creative programming language Processing can be used as a generative architectural design tool, which allows the designer to write design instructions (algorithms) and compute them, obtaining graphical outputs of great interest. This contribution addresses the inclusion of this language in the architecture curriculum, within the context of digital culture and alternative approaches to how digital tools are used and learned. It studies the different processes related to Computational Thinking that are triggered in the prototyping of computer applications and that lead to creativity. The similarity between architectural design and programming is analysed, both in problem solving (abstraction, decomposition, iterative revisions -debugging-, etc.) and in the use of mechanisms of a digital nature (loops, randomness, etc.). The results of the design and testing of a pilot course are shown, in which the way of teaching, learning and using this programming language is based on the graphical representation of problems through sketches.
创意编程语言 "处理"(Processing)可用作生成式建筑设计工具,它允许设计师编写设计指令(算法)并对其进行计算,从而获得极具趣味性的图形输出。这篇论文探讨了在数字文化背景下将这种语言纳入建筑课程的问题,以及如何使用和学习数字工具的替代方法。它研究了与计算思维相关的不同过程,这些过程在计算机应用原型设计中被触发,并导致创造力的产生。在解决问题(抽象、分解、迭代修改-调试等)和使用数字机制(循环、随机性等)方面,分析了建筑设计与编程之间的相似性。试验课程的设计和测试结果显示,这种编程语言的教学、学习和使用方法是基于通过草图对问题进行图形化表示。
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引用次数: 0
Analysis and Evaluation of a Searchable Exercise Repository for Training Java Programming 分析和评估用于培训 Java 编程的可搜索习题库
IF 2.7 Q1 Social Sciences Pub Date : 2024-03-12 DOI: 10.15388/infedu.2024.17
Arjan J. F. Kok, Lex Bijlsma, C. Huizing, R. Kuiper, H. Passier
This paper presents the first experiences of the use of an online open-source repository with programming exercises. The repository is independent of any specific teaching approach. Students can search for and select an exercise that trains the programming concepts that they want to train and that only uses the programming concepts they already know. Then, they can submit their solutions and get automatic feedback from the system. We analyzed quantitatively how students used the system by inspecting the logged actions of the students using the system. We also did a qualitative analysis by interviews, to find out how the students appreciated the use of the repository and to get feedback for improvements. We focused on how students select exercises as finding the exercise that fulfills the training needs of a student is the innovative part of our repository.
本文介绍了使用在线开放源代码库进行编程练习的初步经验。该资源库独立于任何特定的教学方法。学生可以搜索并选择一个练习,训练他们想要训练的编程概念,并且只使用他们已经掌握的编程概念。然后,他们可以提交自己的解决方案,并获得系统的自动反馈。我们通过检查学生使用系统的操作记录,对学生如何使用系统进行了定量分析。我们还通过访谈进行了定性分析,以了解学生对资源库使用的评价,并获得改进反馈。我们重点关注学生如何选择练习,因为找到满足学生培训需求的练习是我们资源库的创新部分。
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引用次数: 0
Pedagogical framework for cultivating children's data agency and creative abilities in the age of AI 人工智能时代培养儿童数据代理和创造能力的教学框架
IF 2.7 Q1 Social Sciences Pub Date : 2024-01-26 DOI: 10.15388/infedu.2024.15
J. Kahila, Henriikka Vartiainen, M. Tedre, Eetu Arkko, Anssi Lin, Nicolas Pope, I. Jormanainen, Teemu Valtonen
The integration of artificial intelligence (AI) topics into K–12 school curricula is a relatively new but crucial challenge faced by education systems worldwide. Attempts to address this challenge are hindered by a serious lack of curriculum materials and tools to aid teachers in teaching AI. This article introduces the theoretical foundations and design principles for implementing co-design projects in AI education, empirically tested in 12 Finnish classrooms. The article describes a project where 4th- and 7th-graders (N = 213) explored the basics of AI by creating their own AI-driven applications. Additionally, a framework for distributed scaffolding is presented, aiming to foster children's agency, understanding, creativity, and ethical awareness in the age of AI.
将人工智能(AI)主题纳入 K-12 学校课程是一个相对较新的课题,但也是全球教育系统面临的关键挑战。由于严重缺乏帮助教师教授人工智能的课程材料和工具,应对这一挑战的尝试受到了阻碍。本文介绍了在人工智能教育中实施共同设计项目的理论基础和设计原则,并在 12 个芬兰教室中进行了实证测试。文章介绍了一个四年级和七年级学生(N = 213)通过创建自己的人工智能驱动应用程序来探索人工智能基础知识的项目。此外,文章还介绍了一个分布式支架框架,旨在培养人工智能时代儿童的能动性、理解力、创造力和道德意识。
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引用次数: 0
Perceptions of Primary School Teachers on Interdisciplinary Computational Thinking Skills Training 小学教师对跨学科计算思维能力培训的看法
IF 2.7 Q1 Social Sciences Pub Date : 2023-12-08 DOI: 10.15388/infedu.2024.16
Serap Çimşir, Filiz Kalelioğlu, Yasemin Gülbahar
This study aims to examine the impact of interdisciplinary computational thinking (CT) skills training on primary school teachers’ perceptions of CT skills. The sample of the study consisted of 30 primary school teachers in Istanbul. In this study, where quantitative and qualitative methods were used together, qualitative data were obtained from the teacher identification form. Quantitative data were obtained from the scale for CT skills. After the pre-test was applied to the study group, “CT Skills Training” was applied. During the training, the basic concepts of CT skills and the subskills were covered theoretically and practically. From the quantitative data, the education applied was determined to have had a positive effect on the primary school teachers' perceptions of CT skills. From the qualitative data, it was determined that the participants had a positive opinion about the applied training and thought that they gained skills related to CT.
本研究旨在探讨跨学科计算机思维技能训练对小学教师计算机思维技能认知的影响。本研究的样本包括伊斯坦布尔的30名小学教师。本研究采用定量与定性相结合的方法,从教师认同表中获得定性数据。从CT技能量表中获得定量数据。研究组进行预试后,进行“CT技能训练”。在培训过程中,对CT技能的基本概念和子技能进行了理论和实践的讲解。从定量数据来看,教育的应用对小学教师的CT技能认知产生了积极的影响。从定性数据来看,参与者对应用培训有积极的看法,认为他们获得了与CT相关的技能。
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引用次数: 0
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Informatics in Education
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