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43rd ACM Technical Symposium on computer science Education (SIGCSE 2012)

作者： Krause, Julie Polycarpou, Irene Hellman, Keith Colorado Sch Mines Golden CO 80401 USA

ISBN: (纸本)9781450310987

As percentages of women in computing jobs and university programs decline, recruiting and retaining women in the field of computer science (CS) becomes increasingly important. Undergraduate CS programs, and more specifically, introductory-level CS courses, offer an opportunity to introduce women to CS studies. Furthermore, learning experiences in introductory CS courses can be pivotal in shaping female students' perceptions of CS. Collaborative learning, in various forms, is an instructional construct that has been shown to be effective in recruiting and retaining women in undergraduate CS programs. In this paper we present an exploratory study on formal learning groups and their potential to attract and maintain female students' interest in CS studies.

关键词： computer science education introduction to computer science collaborative learning formal learning groups gender women recruitment retention

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Prize-Based Learning in an Introductory computer Course-A Case Study

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EUROPEAN JOURNAL OF EDUCATION 2024年第4期59卷

作者： Vogel, Joyce Bouhnik, Dan Jerusalem Coll Technol Dept Comp Sci & Software Engn Jerusalem Israel Jerusalem Coll Technol Jerusalem Israel

introduction to computer science is traditionally the first course that all computer science and software engineering majors take. The course introduces many problem-solving techniques which can be challenging for many freshman students. In order to mitigate some of the issues of this course, we, at the Higher Education Institute, introduced a new prerequisite course, introduction to Programming Logic, which is a required course for all students who have not taken any previous computer science course. In the Summer Session of 2022, we included prize-based learning in one of the sections of the course. Prize-based learning is similar to both problem-based learning and project-based learning in many aspects, including the principle of student-centred learning. However, it differs with respect to the motivation for student success. This approach utilises the students' ambition to win, to encourage students to work harder and learn more both inside as well as outside the classroom.

关键词： higher education introduction to computer science prize-based learning programming logic

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Alignment of Deliberate Practice to Micro-credentials in an Introductory computer science Course 49

Alignment of Deliberate Practice to Micro-credentials in an ...

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49th IEEE Frontiers in Education Conference (FIE)

作者： Song, Yang Univ N Carolina Dept Comp Sci Wilmington NC 28401 USA

ISBN: (数字)9781728117461

ISBN: (纸本)9781728117461

This Innovative Practice Work in Progress Paper presents our approach in designing and incorporating deliberate practices based on micro-credentials for a CS1 (introduction to computer science) course. Based on a set of more than 100 micro-credentials we have created for this course, we designed deliberate questions for each lecture based on the micro-credentials students are supposed to acquire. The deliberate questions are relatively short questions focusing on specific skills/ability, coupled with skill assessments. These deliberate questions are used in our in-class exercise sections, in which we encourage students to practice, give students timely feedback and support them in correcting their code. We compared students' performance in the current semester (spring 2019) with another section of the same CS1 course one year ago (spring 2018). Our data analysis shows that students are more likely to participate and finish the daily exercises, and perform better in formal tests. Besides, using deliberate questions based on micro-credentials can provide instructors information on students overall competencies on different micro-credentials, thus allow instructors to design interventions accordingly.

关键词： micro-credentials deliberate practice introduction to computer science CSI curriculum design

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Striving for Excellence in Introductory computer science Courses Using Culturally Responsive Teaching (CRT) 18

Striving for Excellence in Introductory Computer Science Cou...

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49th ACM SIGCSE Technical Symposium on computer science Education (SIGCSE)

作者： Webb, Alla Gonzales, Ray Montgomery Coll Dept Engn Phys & Comp Sci 51 Mannakee St Rockville MD 20850 USA Montgomery Coll Dept English Language Acad Purposes & Linguist 51 Mannakee St Rockville MD 20850 USA

ISBN: (纸本)9781450351034

*** This special session will focus on a multi-year project based on an AAC&U Teaching to Increase Diversity and Equity in STEM (TIDES) grant focused on integrating Culturally Responsive Teaching (CRT) in computer science courses at Montgomery College, a highly diverse urban-suburban community college in Maryland. The presenters will discuss the project's development of a CRT model based on a "Discover-Adjust-Assess" process that took into account the realities of the college's faculty and student contexts. Attendees will participate in awareness-raising activities, analyze case studies involving common teaching-learning challenges using CRT-based concepts and tools, and be presented with sample data in the form of student/faculty survey results and interview responses. Several CRT resources created as part of the project will also be presented.

关键词： Culturally responsive teaching (CRT) introduction to computer science effective teaching practices

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Exploring Gender Diversity in CS at a Large Public R1 Research University 17

Exploring Gender Diversity in CS at a Large Public R1 Resear...

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ACM SIGCSE Technical Symposium on computer science Education (SIGCSE)

作者： Babes-Vroman, Monica Juniewicz, Isabel Lucarelli, Bruno Fox, Nicole Thu Nguyen Tjang, Andrew Rutgers State Univ New Brunswick NJ 08901 USA

ISBN: (纸本)9781450346986

With the number of computer science (CS) jobs on the rise, there is a greater need for computer science graduates than ever. At the same time, most CS departments across the country are only seeing 25-30% of female students in their classes, meaning that we are failing to draw interest from a large portion of the population. In this work, we explore the gender gap in CS at Rutgers University using three data sets that span thousands of students across 3.5 academic years. By combining these data sets, we can explore interesting issues such as retention, as students progress through the CS major. For example, we find that a large percentage of women taking the Introductory CS1 course for majors do not intend to major in CS, which contributes to a large increase in the gender gap immediately after CS1. This finding implies that a large part of the retention task is attracting these women to further explore the major. We correlate our findings with initiatives that some CS programs across the country have taken to significantly improve their gender diversity, and identify initiatives that we can start with in our effort to increase the diversity in our program. These findings may also be applicable to the computing programs at other large public research universities.

关键词： Gender diversity Student retention introduction to computer science

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To Code or Not to Code? Programming in Introductory CS Courses

To Code or Not to Code? Programming in Introductory CS Cours...

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IEEE Symposium on Visual Languages and Human-Centric Computing (VL/HCC)

作者： Parham-Mocello, Jennifer Erwig, Martin Dominguez, Emily Oregon State Univ Sch EECS Corvallis OR 97331 USA

ISBN: (纸本)9781728108100

Code-first approaches for introducing students to CS exclude those without preparatory privilege in programming and those intimidated by coding. Delaying coding or not using coding in an introductory CS course provides an equitable learning opportunity and includes a broader group of students in computational education. We present a study that compares a traditional Python code-first approach with an approach to delay or remove coding by first using simple, well-known stories to explain computation without the need for a computer or coding. We find that many students, especially female students and those without prior programming, arc initially not interested in coding but in using stories to explain computing. We conclude that a traditional Python code-first approach excludes these students and an option using stories is a viable alternative.

关键词： Story Telling computer science Pedagogy introduction to computer science

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Does Story Programming Prepare for Coding? 20

Does Story Programming Prepare for Coding?

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51st ACM SIGCSE Technical Symposium on computer science Education (SIGCSE)

作者： Parham-Mocello, Jennifer Erwig, Martin Oregon State Univ Sch EECS Corvallis OR 97331 USA

ISBN: (纸本)9781450367936

In this research study, we investigate the impact of using the Story Programming approach to teach CS concepts on student performance in a subsequent C++ class. In particular, we compare how students receiving little or no coding to learn and apply these concepts perform in comparison to students who learn these concepts only in the context of coding. While past research has shown that exposure to programming is not a predictor of success in such courses, these studies are based on a 15-week versus 10-week course and do not control for the CS concepts and programming to which the students have been exposed. Consequently, we hypothesize that students from the Story Programming approach will perform worse in the following C++ class. Surprisingly, we find that this is not true: Students from the Story Programming approach with little to no coding do not significantly differ from their peers receiving a traditional code-focused approach.

关键词： Story Telling computer science Pedagogy introduction to computer science

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Animations and Interactive Material for Improving the Effectiveness of Learning the Fundamentals of computer science

Animations and Interactive Material for Improving the Effect...

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作者： Gilley, William Virginia Tech | University

Due to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of computer science. The modules are as follows:

Algorithms - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples.
Artificial Intelligence - Overview of current applications in this discipline.
Data Structures - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures.
Machine Architecture - Explanation of data storage, gates and circuits, and the central processing unit.
Number Systems - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic.
Operating Systems - Explanation of the purpose of operating systems and the major components that make up an operating system.
Programming Languages<

关键词： interactive learning introduction to computer science multimedia Java applets courseware Flash educational technology CS1 computer-based instruction animations Thesis

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Teaching Abstraction in computer science to 7th Grade Students

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2020年第1期20卷 8-8页

作者： Statter, David Armoni, Michal Afeka Acad Coll Engn Dept Comp Sci 38 Mivtza Kadesh St IL-6910717 Tel Aviv Israel Weizmann Inst Sci Dept Comp Sci Educ 234 Herzl St POB 26 IL-7610001 Rehovot Israel

The Abstraction is one of the most fundamental ideas in computer science (CS), and as such, according to Bruner [23], it should be taught spirally, starting as early as possible and revisited at every level of education. However, teaching CS abstraction to novices is a very challenging task, and CS educational research has often demonstrated students' difficulties in learning this idea, in different contexts and at different age levels. The challenge in teaching CS abstraction is even greater when dealing with young students, since according to theories on children's cognitive development, their abstraction abilities may still be not fully developed. In 2013, Armoni [5] introduced a framework for teaching abstraction in the context of algorithmic problem solving, intended for novice students. We studied the effect of this framework in an introductory CS course for 7th graders, in which Scratch was used as the programming language for implementing algorithmic solutions. Our findings indicate that the framework was highly effective for developing CS abstraction skills as well as other related skills and aspects, such as the tendency to provide explanations for solutions, the use of initialization processes, and the perception of the nature of CS. It also significantly improved students' general CS performance in this course.

关键词： K12 Scratch abstraction algorithmic design introduction to computer science black box

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