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51st ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Siegfried, Robert M. Herbert-Berger, Katherine G. Siegfried, Jason P. Adelphi Univ Garden City NY 11530 USA Montclair State Univ Montclair NJ 07043 USA

ISBN: (纸本)9781450367936

There has been extensive research about the CS1 course. Much less has been written about the CS2 course, which is often a gateway course for CS majors. CS2 classes often reflect a second semester course in programming, yet when studying this course many universities have different purposes for this course. This poster shows the programming languages used in CS2 courses by the CS programs on the 28th Reid List of First Programing Languages. The languages used in CS1 and CS2 courses are discussed and the transitions between languages as students progress from their first course to their second. The analysis will then be discussed.

关键词： introductory programming programming languages CS1 CS2

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Exploring Creativity Expectation in CS1 Students' View of programming

Exploring Creativity Expectation in CS1 Students' View of Pr...

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IEEE Frontiers in Education Conference (FIE)

作者： Isomottonen, Ville Lakanen, Antti-Jussi Nieminen, Paavo Univ Jyvaskyla Fac Informat Technol Jyvaskyla Finland

ISBN: (纸本)9781728189611

Full paper in Research category: Literature provides creativity definitions that are applicable to educational settings. For example, the definition by Plucker et al. emphasizes the 'social context' in which the usefulness and novelty of a creative outcome is evaluated, and notes that this emphasis allows students' coursework to be deemed creative without extraordinary characteristics. Computing educators tend to assume that incoming CS course populations welcome creativity, and utilize application contexts (e.g., games, media, arts, and robots) in which creativity is a central attribute. Previous research also suggests that beginner CS students may initially possess versatile identities regarding what computing will entail. This article seeks to provide further evidence for creativity expectation among students starting a CS1 course, looking at how and to what extent creativity is acknowledged. This agenda was observed to be possible using a large data set (N=1,946, eight-year period) in which students at the very beginning of their computing studies characterized what programming is. Qualitatively different creativity-related categories were identified and frequencies for these categories were counted in a sample of 240 respondents. Further content analysis was applied to the remaining data by using word searches. The categories identified were: freedom to create and express, creativity needed in problem solving, programming as a circumstance for personalized activity, associations with arts, creative innovations, tolerance to open-ended situations, aesthetics and elegance of programming, and programming as a flow-like activity. In the sample of 240, 59% of the data was interpreted to refer to creativity, and among the word-searched portion of the data, nearly one-third was interpreted to indicate it. The illustrations and the numbers of references support educators' assumptions as they consider introducing creativity-related education.

关键词： introductory programming creativity

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programming the Central Dogma: An Integrated Unit on Computer Science and Molecular Biology Concepts 18

Programming the Central Dogma: An Integrated Unit on Compute...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Ritz, Anna Reed Coll Dept Biol 3203 SE Woodstock Blvd Portland OR 97202 USA

ISBN: (纸本)9781450351034

Much of modern biology requires quantitative and computational skills for the proper analysis of large-scale datasets, and there is a recognized need for computational training in undergraduate biology programs. This experience report describes a four-week unit designed to introduce fundamental computer science concepts and molecular biology concepts in an integrated fashion. The unit serves as the first four weeks of an introductory course taught within the Biology Department at an undergraduate institution, and is designed to introduce computational thinking to non-computational science majors. Survey results reveal that the course has attracted students from all years (first years through seniors), the majority of students have been women, and students have large self-perceived learning gains in computer science concepts. The unit shows promise for engaging non-computational students through applications in introductory molecular biology. Materials are available at http://***/biology/courses/bio131/***.

关键词： Computational biology introductory programming undergraduate education computational thinking

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Understanding Gender Differences to Improve Equity in Computer programming Education 20

Understanding Gender Differences to Improve Equity in Comput...

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Proceedings of the 22nd Australasian Computing Education Conference (ACE)

作者： McBroom, Jessica Koprinska, Irena Yacef, Kalina Univ Sydney Sch Comp Sci Sydney NSW Australia

ISBN: (纸本)9781450376860

The increasing wealth of data available from large online programming courses offers exciting opportunities to improve equity in computer science education. In particular, it can provide insight into potential causes of differences between groups, informing future investigations, course development and educational policies. In this paper, we analyse differences between male and female high school and primary school students across five programming courses of different difficult levels (n=14,570), including block-based and traditional text-based courses. We examine differences in course enrolment, completion rates and student behaviour while solving the exercises, and consider the impact of grade level, enrolment and course type. We find that, while females are under-represented in the courses, performance differences only occur in specific circumstances, and in both directions. This suggests that the differences between male and female students are not fundamental, and that there is potential to address them by better understanding these circumstances.

关键词： computer science education gender equity introductory programming automated programming tutor women in computing student behaviour

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Hip, Hip, Array: Teaching programming for Data Science is the same as Computer Science-Just Different. 9

Hip, Hip, Array: Teaching Programming for Data Science is th...

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9th IEEE Integrated STEM Education Conference (ISEC)

作者： Buzydlowski, Jan W. Holy Family Univ Philadelphia PA 19114 USA

Teaching an introductory programming class to a data science major needs to be done in a different manner than with a computer science major. This paper will focus on the major differences between the two majors regar... 详细信息

ISBN: (纸本)9781728115023

关键词： data science introductory programming

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Tangible and graphical programming with experienced children: A mixed methods analysis

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International Journal of Child-Computer Interaction 2019年第Mar.期19卷 67-78页

作者： Sapounidis, Theodosios Demetriadis, Stavros Papadopoulos, Pantelis M. Stamovlasis, Dimitrios Department of Informatics Aristotle University of Thessaloniki Greece Centre for Teaching Development and Digital Media Aarhus University Denmark Department of Philosophy and Education Aristotle University of Thessaloniki Greece

This study applies a mixed methods approach to analyze usability, collaboration, and playfulness aspects in introductory programming activities with tangible and graphical user interfaces of two groups of students (24 primary-scholars, 8–9yo;and 14 high-scholars, 12–13yo). The students had prior experience with the two interfaces, having used them in a previous study, a year earlier. In the present work, students started programming in dyads and used both interfaces (graphical - tangible) once again, but without scaffolding and user instructions. Initially, the students carried out programming tasks and then they were allowed to freely interact with the system and develop their programs in order to explore programming concepts on their own. Quantitative and qualitative analysis were based on Fun Toolkit survey, interviews, computer logs, and video records. Usability analysis focused on retention, error rate, and convenience and showed that although no difference between the two interfaces recorded, students’ perceived impression on retention was in favor of the tangible interface. Moreover, interaction with the tangible interface was perceived as more playful by all students and more appropriate for collaborative work by elder students and girls. Finally, gender effects regarding students’ preferences, mostly on the graphical interface, were recorded and analyzed. © 2018 Elsevier B.V.

关键词： Children-computer interaction Graphical interface introductory programming Tangible interface Tangible programming

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How Do First Year Students Learn C programming in Bhutan? 5

How Do First Year Students Learn C Programming in Bhutan?

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5th International Conference on Learning and Teaching in Computing and Engineering (LaTICE)

作者： Tshering, Phurpa Lhamo, Dekar Yu, Lu Berglund, Anders Royal Univ Bhutan Coll Sci & Technol Dept Informat Technol Phuentsholing Bhutan Uppsala Univ Dept Informat Technol Uppsala Sweden Tongji Univ Sch Software Engn Shanghai Peoples R China Uppsala Univ Dept Informat Technol Uppsala Comp Educ Res Grp UpCERG Uppsala Sweden

ISBN: (纸本)9781538608920

This study explores how first year students in Information Technology Engineering at College of Science and Technology, Royal University of Bhutan, learn C programming. An online questionnaire was administrated to the students and asked about time spent in collaborative learning, individual coding and watching someone code. These data were analyzed in correlating to their exam scores. Students' ways of preparing for exam and their concept on C programming are categorized. Our result indicate a relationship between how the different ways of working relate to their exam results. Further, the insights of the project point to that learning of theory of programming and practicing programming go hand in hand in a C programming course. Our intent is that this study will be helpful for future teachers and students in programming courses in Bhutan and in its region.

关键词： introductory programming Bhutan learning strategies C programming computing education research higher education

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What We Can Learn About Student Learning From Open-Ended programming Projects in Middle School Computer Science 18

What We Can Learn About Student Learning From Open-Ended Pro...

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49th ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE)

作者： Grover, Shuchi Basu, Satabdi Schank, Patricia ACT ACTNext Iowa City IA 52244 USA SRI Int 333 Ravenswood Ave Menlo Pk CA 94025 USA Digital Promise Redwood City CA 94063 USA

ISBN: (纸本)9781450351034

Block-based programming environments such as Scratch, App Inventor, and Alice are a key part of introductory K-12 computer science (CS) experiences. Free-choice, open-ended projects are encouraged to promote learner agency and leverage the affordances of these novice-programming environments that also support creative engagement in CS. This mixed methods research examines what we can learn about student learning from such programming artifacts. Using an extensive rubric created to evaluate these projects along several dimensions, we coded a sample of similar to 80 Scratch and App Inventor projects randomly selected from 20 middle school classrooms in a diverse urban school district in the US. We present key elements of our rubric, and report on noteworthy trends including the types of artifacts created and which key programming constructs are or are not commonly used. We also report on how factors such as students' gender, grade, and teachers' teaching experience influenced students' projects. We discuss differences between programming environments in terms of artifacts created, use of computing constructs, complexity of projects, and use of features of the environment for creativity, interactivity, and engagement. Our findings will help educators of introductory computing be more cognizant of how best to leverage the programming environments they are using, and what aspects they need to focus on as they attempt to address the learning needs of all in "CS For All."

关键词： rubric k-12 cs education open-ended programming projects scratch app inventor introductory programming middle school computational thinking

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Enriching Computer Science programming Classes with Arduino Game Development 11

Enriching Computer Science Programming Classes with Arduino ...

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11th International Conference on Human System Interaction (HSI)

作者： Duch, Piotr Jaworski, Tomasz Lodz Univ Technol Inst Appl Comp Sci Lodz Poland

ISBN: (纸本)9781538650240

The following article presents an electronic education hoard based on popular Arduino microcomputer. Its purpose is to make programming learning more attractive by expanding the possibilities of interaction with a computer with a number of input/output devices, such as joysticks, graphic and alphanumeric displays, light emitting elements, keyboards and radio communication. Due to its affordable price and availability, students that do not have any practical skills or knowledge in the field of electronics can build simple games and applications that are beyond their reach in the normal programming course, during which they usually write console based programs.

关键词： Arduino introductory programming Educational Board Game Development on Arduino

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Novice Learners of programming and Generative AI - Prior Knowledge Matters 24

Novice Learners of Programming and Generative AI - Prior Kno...

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24th Koli Calling

作者： Kiesler, Natalie Scholz, Ingo Albrecht, Jens Stappert, Friedhelm Wienkop, Uwe Nuremberg Tech Nurnberg Germany

ISBN: (纸本)9798400710384

With the broad availability of Generative AI (GenAI), introductory programming education is starting to change. At Nuremberg Tech, we observed the doubling of failure rates to approximately 50% in the first semester course "Procedural programming" across students of all study programs. Due to these exam results in winter 2023/24, we conducted a pilot study to gather students' use of GenAI tools, their exam results, and prior programming education and experience. The results imply significant differences of students' use of GenAI tools depending on their prior programming education. We will therefore extend the investigation in winter term 2024/25.

关键词： GenAI student success programming education introductory programming use pattern

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