Arkansas Tech University (ATU) has over 650 students (2020-2021) from STEM (science, Technology, Engineering, and Mathematics) majors taking programming sequence (PS) courses each semester. However, despite minor effo...
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In this qualitative study, preservice early childhood education teachers created block-based code to control robots and used the robots in field experience at local preschools. The study is grounded in a conceptual fr...
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In this qualitative study, preservice early childhood education teachers created block-based code to control robots and used the robots in field experience at local preschools. The study is grounded in a conceptual framework that weaves together playful programing and resilience, interlocking concepts that can explain sustained engagement during times of challenge. We investigated how and why preservice early childhood teachers exhibit resilience during collaborative programing. We analyzed their debugging processes, reflections, and interviews using a phenomenological lens. We conducted open and axial coding and analysis of discourse and actions during debugging episodes. Results suggest that teachers exhibited resilience due to the following three reasons: through playful coding, preservice early childhood teachers (a) learned that computerscience is approachable and fun, (b) engaged in adaptive attribution, and (c) engaged in joint celebration when they observed each other's successes during collaborative tinkering. These findings provide potential insights for teacher learning of computing but also for novices learning to program.
Pair programming is a technique within the computerscience space in which two programmers are paired on one computer to solve a related programming task. This technique is often practiced in both the industry and the...
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Pair programming is a technique within the computerscience space in which two programmers are paired on one computer to solve a related programming task. This technique is often practiced in both the industry and the academic setting, as it has a consistent history of positively impacting working professionals and students regarding personal experience and performance in programming. As a result, there has been a large focus within the computerscience education field on how and why pair programming is a successful technique. More specifically, what traits of pairing students together make pair programming successful. At the University of Rhode Island (URI) we employ this technique in different formats across various computerscience courses. This study focuses on the implementation of pair programming in one of those particular courses, an introductory programming course called ''Survey of computerscience" (CSC 110). For more than five years this course has solely utilized pair programming in the laboratory environment with one specific combination of pairing traits, or pairing strategy. For each laboratory session, students are paired with new random partners on the condition that they have not paired with the same partner more than once. The implementation of this pairing strategy has proven to be successful in improving student learning, however, we recognize that no other pairing strategies have been implemented in this course. Curiosity about whether other pairing strategies exist that perform better at improving student learning had sparked the motivation to pursue this study. We designed and experimented with two new pairing strategies in addition to the one pairing strategy that has been used in CSC 110 for over five years; we can coin this strategy as the historical strategy. The two new pairing strategies possess a few of the traits from the historical strategy as well as new ones. First, pairing strategy one pairs students together once at the beginnin
With the increase in online learning, instructors are looking for novel ways of supporting student learning and getting students to collaborate in online environments. Pair programming allows students to brainstorm an...
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ISBN:
(纸本)9798400707896
With the increase in online learning, instructors are looking for novel ways of supporting student learning and getting students to collaborate in online environments. Pair programming allows students to brainstorm and problem-solve in teams and has been found to help with improving code design, attitudes toward computerscience, productivity, and performance. However, past work has focused on face-to-face, in-person collaboration, and it is unclear whether these benefits will translate to an online context. This work replicates several studies evaluating the effects and benefits of in-person pair programming in an online environment. In an introduction to programming course, students participated in weekly online sessions where they were asked to solve a set of exercises in pairs or individually. We measure task performance and student opinions on the activities and perceptions of remote pair programming. Our study found that remote pair programming had little to no impact on the time taken, promising but not statistically significant impacts on code correctness, and statistically significant impacts on students' perceptions of both their own experience and the efficiency and efficacy of pair programming. Our findings show that some, but not all, of the benefits of pair programming can be replicated in an online context.
A national curriculum for the study of computing became compulsory in English secondary schools in September 2014, replacing the study of information and communications technology with computerscience (CS). This pose...
A national curriculum for the study of computing became compulsory in English secondary schools in September 2014, replacing the study of information and communications technology with computerscience (CS). This posed difficulties for teachers and students who did not have knowledge or experience of programming. Teachers faced a variety of challenges, including lack of subject knowledge and confidence. For many students, programming is among the most demanding aspects of CS. This study was designed to investigate and gain a critical understanding of the teaching of computerprogramming (CP) at Key Stage 4 (KS4; year 10 - 11) of the CS curriculum, including assessing the impact of learning CP and students' perceptions of CS and their overall performance in the subject. The study also explored how teachers managed the teaching of CP and the challenges they faced in implementing the national curriculum for computing. Furthermore, the study investigated the measures to improve the teaching of CP and the factors that have an impact on the effective teaching of the CP curriculum. The study sample comprised 400 teachers and students. The findings indicate that the main challenges for teachers in implementing the programming curriculum include time, financial and moral support, and being able to keep up to date with emerging developments in the field. In addition, the study found that the issues faced by students learning programming include a lack of time, the perceptions that it is a 'difficult' subject and students' insufficient understanding of programming. The findings also suggest that schools have made efforts to overcome these challenges and are willing to adopt programming as a subject and to help, encourage, develop and improve students' ability to learn programming; however, the results indicate that it is essential that schools address the shortage of teaching staff with specialised knowledge of CP. This study revealed that six factors can help to overcome the
computerscience (CS) Education must examine how to achieve CS for racial justice (CS4RJ) in deep partnership with communities of Color. This poster reports on trends found across five professional learning (PL) sessi...
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ISBN:
(纸本)9781450394338
computerscience (CS) Education must examine how to achieve CS for racial justice (CS4RJ) in deep partnership with communities of Color. This poster reports on trends found across five professional learning (PL) sessions that were conducted while preparing teachers for a justice and community-centered CS4RJ program.
In recent times, the field of computerprogramming has experienced a significant revolution, thanks to advancements in machine learning. Applications have emerged with the capability to generate source code from natur...
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Our poster covers the organization, curriculum design, and assessment of two summer camps we organized in Summer 2021 to teach middle school students fundamental programming concepts to increase their knowledge and in...
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ISBN:
(纸本)9781450390705
Our poster covers the organization, curriculum design, and assessment of two summer camps we organized in Summer 2021 to teach middle school students fundamental programming concepts to increase their knowledge and interests in computerscience. We designed several hands-on projects using the SparkFun Inventor's Kit, Scratch, and Makers Empire 3D Design Software. Scratch was used to teach fundamental programming concepts such as arithmetic operations, strings, conditional statements, and loops. The SparkFun Inventor's Kit provides a powerful and in-depth programming experience for middle school students. The Mission to Mars Design Challenge Activity utilized Makers Empire 3D Design Software and Scratch and allowed students to explore and determine the specific needs of a mission to Mars while challenging them to brainstorm, design, and create an invention or new tool. Those hands-on programming experiences helped students to develop and build creative confidence, design thinking skills, and problem-solving skills. Our program assessment results showed that camp participants increased their knowledge and interests in subjects related to programming and computerscience. Our poster provides detailed information about organizing similar summer camps at other institutions to increase general participation in computerscience.
This paper supports the importance of teaching logic (and logic programming) in computerscience degrees and discusses several proposals that can be included in current curricula without the need to adapt the academic...
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Predicting students' success prior to their admission to computer-related degree programs is challenging due to diverse educational backgrounds and varying skill requirements. Educational Data Mining (EDM) can be ...
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