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Metonymy and reference-point errors in novice programming

COMPUTER SCIENCE EDUCATION 2014年第2-3期24卷 123-152页

作者： Miller, Craig Depaul Univ Sch Comp Chicago IL 60604 USA

When learning to program, students often mistakenly refer to an element that is structurally related to the element that they intend to reference. For example, they may indicate the attribute of an object when their intention is to reference the whole object. This paper examines these reference- point errors through the context of metonymy. Metonymy is a rhetorical device where the speaker states a referent that is structurally related to the intended referent. For example, the following sentence states an office bureau but actually refers to a person working at the bureau: The tourist asked the travel bureau for directions to the museum. Drawing upon previous studies, I discuss how student reference errors may be consistent with the use of metonymy. In particular, I hypothesize that students are more likely to reference an identifying element even when a structurally related element is intended. I then present two experiments, which produce results consistent with this analysis. In both experiments, students are more likely to produce reference-point errors that involve identifying attributes than descriptive attributes. Given these results, I explore the possibility that students are relying on habits of communication rather than the mechanistic principles needed for successful programming. Finally I discuss teaching interventions using live examples and how metonymy may be presented to non-computing students as pedagogy for computational thinking.

关键词： reference errors metonymy misconceptions novice programming

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Aiding the Transition from novice to Traditional programming Environments 17

Aiding the Transition from Novice to Traditional Programming...

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16th International ACM Conference on Interaction Design and Children (IDC)

作者： Moors, Luke Sheehan, Robert Univ Auckland Auckland New Zealand

ISBN: (纸本)9781450349215

novice programming environments are increasingly popular as introductory tools for teaching programming. Many of these tools differ significantly from traditional programming environments and are successful in motivating novices and making it simple to start programming. However, it has been reported that students still struggle when transitioning to general-purpose languages and have difficulties learning certain concepts. In this paper, we briefly describe some of the problems novices have when learning to program and identify drawbacks to existing novice programming environments. We then present two different works in progress with features designed to keep some of the advantages of current novice programming environments but in such a way that students are led to deeper concepts. Such features include immediate feedback, loop construction, and automated identifier updating. This report references the feasibility of these approaches.

关键词： novice programming programming environments block-based programming

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A review on process-oriented approaches for analyzing novice solutions to programming problems

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RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING 2020年第1期15卷 1-23页

作者： Villamor, Maureen M. Univ Southeastern Philippines Coll Informat & Comp Davao Philippines

High attrition and dropout rates are common in introductory programming courses. One of the reasons students drop out is loss of motivation due to the lack of feedback and proper assessment of their progress. Hence, a process-oriented approach is needed in assessing programming progress, which entails examining and measuring students' compilation behaviors and source codes. This paper reviews the elements of a process-oriented approach including previous studies that have used this approach. Specific metrics covered are Jadud's Error Quotient, the Watwin Score, Probabilistic Distance to Solution, Normalized programming State Model, and the Repeated Error Density.

关键词： Process-oriented approach novice programming Online protocol analysis Data-driven metrics

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Parallel Instruction of Text-based and Block-based programming: On novice Programmers' Computational Thinking Practices

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TECHTRENDS 2024年第6期68卷 1033-1050页

作者： Jeon, Minji Kwon, Kyungbin Univ Nebraska Lincoln Dept Teaching Learning & Teacher Educ 840 N 14Th St Lincoln NE 68588 USA Indiana Univ Bloomington Dept Learning Design & Adult Educ 201 N Rose Ave Bloomington IN 47405 USA

This study investigated the computational thinking (CT) practices of eight pre-service teachers through their Scratch and Python programs. Conducted within an undergraduate-level computer science education course, students learned CT concepts via parallel instruction in block-based programming (Scratch) and text-based programming (Python). The research focused on the synergistic effects of this parallel instruction, investigating how novices' CT practice evolved while encountering unique features of each environment. Findings indicated that students' CT practices in one programming environment positively influenced their practices in the other, particularly where syntactic similarities existed. Overall, their strategies for controlling program flow progressed from time-based controls to message-passing controls, and finally to condition-based controls. However, the students demonstrated a lack of abstracting and modularizing skills in their computational problem-solving across both programming environments.

关键词： Block-based programming Computational thinking practice novice programming Parallel instruction Text-based programming

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Visual programming for novice programmer teachers

Visual programming for novice programmer teachers

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3rd Biennial Richard Tapia Celebration of Diversity in Computing Conference (TAPIA'05)

作者： Seals, C Auburn Univ Auburn AL 36849 USA

ISBN: (纸本)1595932577

We developed a construction toolkit for teachers to create visual educational simulation, this work is an effort to support science and inquiry based education. Because teachers are subject matter experts in the classroom, they are excellent candidates to develop educational software that meets their own pedagogical goals. We report an evaluation of nineteen teachers creating educational simulation microworlds for physical science using this environment.

关键词： visual programming novice programming

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A Model Towards Enabling Tutors to Fulfil a Role in Attenuating Source Code Plagiarism 53rd

A Model Towards Enabling Tutors to Fulfil a Role in Attenuat...

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53rd Southern African Computer Lecturers Association Meeting

作者： Smit, Imelda North West Univ Unit Data Sci & Comp Vanderbijlpark South Africa

ISBN: (纸本)9783031824777;9783031824784

Source-code plagiarism has been a persistent problem in the academic computing environment, but its prevalence intensified due to the disruption caused by the emergency remote teaching and learning that the COVID-19 pandemic enforced. This is especially a concern in the context of teaching novice programmers to code. The pandemic compelled residential universities to accommodate students in ways previously unheard of, even in the context of non-residential establishments. Students found themselves in an environment where preparation for assessments was not necessary since they had access to material, peers and whatever help they could line up to pass. The pandemic is a distant memory, but academia will not return to its pre-Covid status, and to add to this situation, generative artificial intelligence emerged in 2023 as a playmate on this very playground. In this context, tutoring is of utmost importance when teaching novice programmers to code, and therefore it makes sense to learn from past approaches to guide this support function in future. With this premise in mind, an interpretivist perspective was adopted, and qualitative data were gathered, centering on focus group interviews, as well as interviews with tutors unavailable for focus group sessions. These tutors supported classes of introductory programming students over a period of three years. Within this setting, the lecturer-as-researcher reflects on mitigating source code plagiarism holistically. This paper has as its goal proposing a model to enable and support tutors in their role to attenuate source code plagiarism.

关键词： Academic integrity novice programming Source code plagiarism Tutoring

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Drafter: A Python Library for Full-StackWeb Development in CS1 2025

Drafter: A Python Library for Full-StackWeb Development in C...

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56th Technical Symposium on Computer Science Education

作者： Bart, Austin Cory Karaca, Nazim Univ Delaware Newark DE 19716 USA

ISBN: (纸本)9798400705311

Web applications are increasingly the main way to create user interfaces, and they are often the most common software beginners have encountered. However, web development relies on concepts like HTML, CSS, JavaScript, and backend technologies, which are challenges beyond the scope of an introductory course. Additionally, many features of modern web frameworks conflict with CS1 principles, such as avoiding global mutable state and promoting test-driven development. Consequently, web development is rarely integrated into CS1 courses, despite its motivational potential. This paper introduces Drafter, a new open-source Python library for CS1, enabling students to develop full-stack web applications using pure functions with minimal boilerplate. Drafter has simple functions to generateHTML, eliminating the need to learnHTML or templating languages. The data model scales with students' mastery of types, from primitives to nested lists, Dataclasses, and dictionaries. Drafter supports unit testing of entire web applications and reinforces CS1 concepts like decomposition and reusability. Websites created with Drafter can be deployed through GitHub Pages, with plotting and image manipulation. Students receive extensive debug information, including unit test scaffolding, program state visualization, and enhanced error messages and tests. This paper discusses the pedagogical features and design decisions behind Drafter, along with instructor reflections on its use. We believe Drafter can significantly enhance student engagement in CS1 courses and reinforce key learning objectives.

关键词： CS1 drafter web development pure functions Python educational tools novice programming testing

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Breaking the programming Language Barrier: Multilingual Prompting to Empower Non-Native English Learners 25

Breaking the Programming Language Barrier: Multilingual Prom...

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Proceedings of the 27th Australasian Computing Education Conference

作者： James Prather Brent N Reeves Paul Denny Juho Leinonen Stephen MacNeil Andrew Luxton-Reilly João Orvalho Amin Alipour Ali Alfageeh Thezyrie Amarouche Bailey Kimmel Jared Wright Musa Blake Gweneth Barbre Abilene Christian University Abilene Texas USA The University of Auckland Auckland New Zealand Aalto University Espoo Finland Temple University Philadelphia Pennsylvania USA Polytechnic University of Coimbra Coimbra Portugal University of Houston Houston Texas USA University of Toronto Scarborough Toronto Canada

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Interactive Stitch Sampler: A Synthesis of a Decade of Research on Using Electronic Textiles to Answer the Who, Where, How, and What for K-12 Computer Science Education

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ACM TRANSACTIONS ON COMPUTING EDUCATION 2020年第4期20卷 1–29页

作者： Jayathirtha, Gayithri Kafai, Yasmin B. Univ Penn Grad Sch Educ 3700 Walnut St Philadelphia PA 19104 USA

Electronic textiles, which integrate computation with fabrics through a redesigned interface of microcontrollers, sensors, and actuators, have expanded possibilities not only for engineering, fashion, and human-computer interaction but also for computer science education itself. While individual studies involving electronic textiles have shown promise to diversify participation, raise interest, and deepen learning in computing, especially for female students, we recognized a need to synthesize findings across studies to understand the overall contribution of electronic textiles to computing education. In this article, we report our findings from a meta-synthesis of 64 educational electronic textiles studies to answer the following questions in computing: (1) Did electronic textiles broaden access and participation? (2) How did electronic textiles support learners' interests and sustain participation? (3) What and how did students learn from electronic textile projects? Our meta-synthesis revealed that although electronic textiles successfully broadened access, supported learners' interests, and introduced basic computational concepts to novice learners, questions around equitable participation and deeper disciplinary engagement persist. We discuss directions for future design and research efforts to explore the full potential of e-textiles in computer science education.

关键词： Electronic textiles physical computing systems novice programming diversity

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"It's Weird That it KnowsWhat I Want": Usability and Interactions with Copilot for novice Programmers

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ACM TRANSACTIONS ON COMPUTER-HUMAN INTERACTION 2024年第1期31卷 1-31页

作者： Prather, James Reeves, Brent N. Denny, Paul Becker, Brett A. Leinonen, Juho Luxton-Reilly, Andrew Powell, Garrett Finnie-Ansley, James Santos, Eddie Antonio Abilene Christian Univ Abilene TX 79699 USA Univ Auckland Auckland New Zealand Univ Coll Dublin Dublin Ireland

Recent developments in deep learning have resulted in code-generation models that produce source code from natural language and code-based prompts with high accuracy. This is likely to have profound effects in the classroom, where novices learning to code can now use free tools to automatically suggest solutions to programming exercises and assignments. However, little is currently known about how novices interact with these tools in practice. We present the first study that observes students at the introductory level using one such code auto-generating tool, Github Copilot, on a typical introductory programming (CS1) assignment. Through observations and interviews we explore student perceptions of the benefits and pitfalls of this technology for learning, present new observed interaction patterns, and discuss cognitive and metacognitive difficulties faced by students. We consider design implications of these findings, specifically in terms of how tools like Copilot can better support and scaffold the novice programming experience.

关键词： AI Artificial Intelligence automatic code generation Codex Copilot CS1 GitHub GPT-3 HCI introductory programming large language models LLM novice programming OpenAI

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