{"title":"建立学生如何识别计算机的基础理论","authors":"Michael T. Rücker, Niels Pinkwart","doi":"10.1145/3137065.3137071","DOIUrl":null,"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":0.0000,"publicationDate":"2017-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Towards a grounded theory of how students identify computing\",\"authors\":\"Michael T. Rücker, Niels Pinkwart\",\"doi\":\"10.1145/3137065.3137071\",\"DOIUrl\":null,\"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\":0.0000,\"publicationDate\":\"2017-11-08\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the 12th Workshop on Primary and Secondary Computing Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/3137065.3137071\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the 12th Workshop on Primary and Secondary Computing Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/3137065.3137071","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Towards a grounded theory of how students identify computing
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.
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