programming for Engineers is a freshman undergraduate class that is taught to mostly incoming students enrolled in the School of Engineering at Mercer University. For many students, this class serves as their first co...
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ISBN:
(纸本)9781479965854
programming for Engineers is a freshman undergraduate class that is taught to mostly incoming students enrolled in the School of Engineering at Mercer University. For many students, this class serves as their first computer programming class. As part of the class, students have to complete two or more projects. In the Fall 2012 semester offering of this class, some entrepreneurship concepts were introduced in one of the projects. The motivation for this was to foster an entrepreneurial mindset in the students, as well as to expose the students to some of the practical applications of what they were learning. Results from the student reports, ways in which future course offerings can be improved, and the assessment results of student learning will be highlighted and discussed in the poster presentation.
The present work has its focus on university-level engineering education students that do not intend to major in computer science but still have to take a mandatory programming course. Phenomenography and variation th...
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The present work has its focus on university-level engineering education students that do not intend to major in computer science but still have to take a mandatory programming course. Phenomenography and variation theory are applied to empirical data from a study of students' conceptions of computer programming. Aphenomenographic outcome space is presented, with five qualitatively different categories of description of students' ways of seeing computer programming. Moreover, dimensions of variation related to these categories are identified. Based on this discussion it is suggested how to use patterns of variation in order to support students' learning of computer programming. Finally, results from a pilot study demonstrate the successful application of two patterns of variation in a computer lab assignment.
The instrumental approach is a useful theoretical lens for understanding students' learning processes with a main focus on the transformation of an artefact (a human design for a goal-directed activity) into a mea...
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The instrumental approach is a useful theoretical lens for understanding students' learning processes with a main focus on the transformation of an artefact (a human design for a goal-directed activity) into a meaningful instrument (i.e. an artefact and schemes developed by the student). In this paper, we articulate the instrumental approach for computer programming technology use in the context of pure or applied mathematical investigation. We illustrate it by examining the engagement (scheme development) of an undergraduate student engaged in 'authentic' programming-based mathematical inquiry work, i.e. complete inquiry work as mathematicians would do. Two schemes are elaborated, namely the scheme of validating the programmed mathematics and the scheme of articulating in the programming language a mathematical process. Our discussion evidences some specific features of the programming language as artefact associated with a general aim of mathematical inquiry, in particular in terms of articulation between mathematics and programming.
作者：
Drini, MerlindaCUNY
Queensborough Community Coll Engn Technol Dept New York NY 10021 USA
This paper presents the implementation of additional learning methods in teaching computer programming techniques in an undergraduate computer engineering education course. In the first semesters of this study, (2013-...
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ISBN:
(纸本)9781538633090
This paper presents the implementation of additional learning methods in teaching computer programming techniques in an undergraduate computer engineering education course. In the first semesters of this study, (2013-2014), a traditional instructional delivery of the computer programming was used. In the following semesters (2014-2016), project based service-learning and active learning was employed, as an evaluation tool to assess the students' motivation to learn. Their learning outcomes were compared to the first semester students' outcomes, known as a control group. We present the results conducted in six successive semesters, where total of 75 students participated. The results indicate that using active learning strategies increase their active participation and the ability to think logically, while engaging students in service-learning, gives them the opportunity to broaden their educational experience outside classroom projects, and boosts their self-efficacy.
Motivation is essential for successful engagement in learning. This factor is especially important in courses that are considered difficult and require high cognitive engagement such as computer programming. One of th...
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ISBN:
(纸本)9783319609379;9783319609362
Motivation is essential for successful engagement in learning. This factor is especially important in courses that are considered difficult and require high cognitive engagement such as computer programming. One of the approaches to motivate engineering students in learning is to create an effective learning environment. This paper presents a qualitative study on undergraduate engineering students' motivation towards learning programming based on the How People Learn (HPL) framework. The HPL framework comprises of elements that can be considered by instructors to design an effective learning environment. The methods designed for this study are observations and interviews while thematic analysis is employed in analysing the data. Findings based on lenses of the HPL framework are presented. Several recommendations for improving the learning environment are summarized as part of the outcomes of the study.
This Innovative Practice Category Work in Progress paper introduces a one-unit "absolute beginner" computer programming course. The goals of increasing retention and mitigating disparity in experience levels...
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ISBN:
(纸本)9781538611746
This Innovative Practice Category Work in Progress paper introduces a one-unit "absolute beginner" computer programming course. The goals of increasing retention and mitigating disparity in experience levels for majors in computer Science, and increasing the interest of and accessibility for non-majors in computing were similar to those of other redesigns of introductory computing courses. The big difference was the low-stakes format. The course was designed for potential CS majors with no experience, K-12 Education majors, and other majors who want to see what computer programming is and how it might fit into their future. As a one-unit course offered during the school year, many students can take it at no additional cost, and without much risk of it adversely affecting their GPA or other courses. As a class that is not a prerequisite for any other, the class can be taught with wide interdisciplinary focus and limited technical language.
computer science is gradually changing, evolving and adapting according to the needs of each time period by incorporating the technological developments available. However, despite the occurring changes and the curren...
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ISBN:
(纸本)9781909507654
computer science is gradually changing, evolving and adapting according to the needs of each time period by incorporating the technological developments available. However, despite the occurring changes and the current progress in the domain, computer programming is still a vital chapter within computer science, and its teaching remains a difficult endeavour. On the other hand, students have changed the way with which they learn, interact with and search for knowledge. They spend significant amounts of their everyday lives from a very young age interacting with the computers by playing games. Thus, they are used to environments with impressive special effects and graphical interfaces where they have full control of the situation and interact with the environment's elements. Therefore, today's teachers are trying to connect computer programming learning with students' everyday usage of the computer, which does not include simple textual editors for programming lines of code with no other interaction functionalities. Hence, teachers face the challenge of incorporating environments that are similar to students' existing mentality and of creating tasks and assignments that can be executed within these environments and can provide students with the necessary programming knowledge and skills. A number of software solutions were developed towards facing the aforementioned difficulties. They can be classified into three main categories, namely educational programming environments, microworlds and educational games. Educational games used in computer programming courses are considered to present added value, due to their ability to motivate students towards actively participating in the learning process and to support high levels of interaction, group work and critical thinking. Thus, we have developed an educational game that aims to further enhance computer programming education by addressing occurring problems. This paper aims to introduce and elaborate on a holistic fram
In this study, we gauge the perceptions of novice computer programmers about Second Life (SL) as a digital learning environment for concept understanding in computer programming. SL is chosen as the learning environme...
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In this study, we gauge the perceptions of novice computer programmers about Second Life (SL) as a digital learning environment for concept understanding in computer programming. SL is chosen as the learning environment because it offers, within a constructivist frame, the use of learner-centered pedagogies for designing curriculum. We adopt a pilot study as the research methodology. The participants in the study possessed novice programming skills, and they engaged in activities designed for achieving the learning objectives. Qualitative data collected from multiple sources of evidence were interpreted and analyzed. Generally, the findings of the study strongly support the use of SL for novice programmers to learn programming, and the usability of SL. The findings suggest positive support offered by SL although the findings cannot be used to make form conclusions due to the small-scale nature of the study.
The development and enhancement of self-regulation, learning to learn, and adaptive problem solving are predicated on the ability to access and engage one's metacognitive skills. In this study, 3rd, 5th, and 8th g...
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The development and enhancement of self-regulation, learning to learn, and adaptive problem solving are predicated on the ability to access and engage one's metacognitive skills. In this study, 3rd, 5th, and 8th grade students were given a series of increasingly more complex tasks which they had to perform themselves and then “teach” the computer to perform. The computer became the receiver of the students' inputs and strategies and served as a model and structure on which to gain access to their own personal problem solving strategies. Students analyzed, criticized, adapted, and changed those strategies as needed. Proficiency increased and strategies were more easily adopted and adapted to other tasks and problems. Completion of tasks increased significantly and nonproductive steps (errors) and number of trials (redos) decreased. There were no differences by sex except in the types of errors made. Evidence of self-regulation development was also shown in the types of questioning used by students.
computer programming is an emerging skill for the 21st-century citizens worldwide. Coding and educational robotics are part of several educational curricula. However, even though people's personal attributes and c...
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ISBN:
(纸本)9798400717604
computer programming is an emerging skill for the 21st-century citizens worldwide. Coding and educational robotics are part of several educational curricula. However, even though people's personal attributes and culture can have an impact on their perceptions of technology usability, socio-emotional aspects of programming are often neglected. Notably, empathy is an important element for social interactions among humans and previous research has shown signs of possible connections with programmers' coding experiences. As a result, this pilot study aims to explore potential correlations between Greek adults' level of empathy and their perceptions of ease of use of programming. For this purpose, an online questionnaire has been applied for data collection to 104 participants who had programming experiences in the past. According to the results, programmers' empathy is associated with perceived ease of use of object-oriented programming and educational robotics, but not with educational coding games. These findings can contribute further to our understanding of the interactions between users and technology in the fields of Human-computer Interaction, Human-Robot Interaction, and Didactics of Informatics.
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