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检索条件"主题词=Novice Programming"

共 129 条记录，以下是61-70 订阅

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Coding, Reading, and Writing: Integrated Instruction in Written Language

Coding, Reading, and Writing: Integrated Instruction in Writ...

引用

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

作者： Thompson, Robert H. Tanimoto, Steven L. Berninger, Virginia W. Nagy, William Univ Washington Seattle WA 98195 USA Seattle Pacific Univ Seattle WA 98119 USA

ISBN: (纸本)9781509002528

We describe the design and a trial run of an integrated course of instruction in reading, writing, and computer programming, in order to assess potential synergies of learning them together. Twelve pre-teen students diagnosed with dyslexia each took a sequence of lessons of approximately 90 minutes each over a 3-month period. In addition to computer learning activities in handwriting, word reading, word spelling, sentence and text reading comprehension, there were coding activities using "Kokopelli's World," a blocks-style visual language with its own microworld. The results suggest that the potential synergies from this form of integrated instruction in written language and computer programming include increased student motivation, complementary pedagogical affordances and increased awareness of the relationship between written language and technology.

关键词： novice programming coding learning to read learning to write literacy blocks language Blockly visual language storytelling coding lessons special education dyslexia

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Introductory programming: A Systematic Literature Review 23

Introductory Programming: A Systematic Literature Review

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23rd Annual ACM Conference on Innovation and Technology in Computer Science Education (ITiCSE)

作者： Luxton-Reilly, Andrew Simon Albluwi, Ibrahim Becker, Brett A. Giannakos, Michail Kumar, Amruth N. Ott, Linda Paterson, James Scott, Michael James Sheard, Judy Szabo, Claudia Univ Auckland Auckland New Zealand Univ Newcastle Callaghan NSW Australia Princeton Univ Princeton NJ 08544 USA Univ Coll Dublin Dublin Ireland Norwegian Univ Sci & Technol Trondheim Norway Ramapo Coll Mahwah NJ USA Michigan Technol Univ Houghton MI 49931 USA Glasgow Caledonian Univ Glasgow Lanark Scotland Falmouth Univ Falmouth England Monash Univ Clayton Vic Australia Univ Adelaide Adelaide SA Australia

ISBN: (纸本)9781450362238

As computing becomes a mainstream discipline embedded in the school curriculum and acts as an enabler for an increasing range of academic disciplines in higher education, the literature on introductory programming is growing. Although there have been several reviews that focus on specific aspects of introductory programming, there has been no broad overview of the literature exploring recent trends across the breadth of introductory programming. This paper is the report of an ITiCSE working group that conducted a systematic review in order to gain an overview of the introductory programming literature. Partitioning the literature into papers addressing the student, teaching, the curriculum, and assessment, we explore trends, highlight advances in knowledge over the past 15 years, and indicate possible directions for future research.

关键词： ITiCSE working group CS1 introductory programming novice programming systematic literature review systematic review literature review review SLR overview

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Fifteen Years of Introductory programming in Schools: A Global Overview of K-12 Initiatives 19

Fifteen Years of Introductory Programming in Schools: A Glob...

引用

19th Koli Calling Conference on Computing Education Research (Koli Calling)

作者： Szabo, Claudia Sheard, Judy Luxton-Reilly, Andrew Simon Becker, Brett A. Ott, Linda Univ Adelaide Adelaide SA Australia Monash Univ Clayton Vic Australia Univ Auckland Auckland New Zealand Univ Newcastle Callaghan NSW Australia Univ Coll Dublin Dublin Ireland Michigan Technol Univ Houghton MI 49931 USA

ISBN: (纸本)9781450377157

Computing education and outreach in the K-12 school sector have shown significant growth over recent decades, resulting in a large body of literature focused on the teaching and learning of computing. Despite this extensive literature, we are not aware of global overviews on teaching and learning programming as opposed to computing or computational thinking in K-12. We conducted a systematic review of the literature on introductory programming from 2003 to 2017. In this paper we review the papers that were set in the K-12 context with the aim of exploring developments that have been made in teaching introductory K-12 programming during this period. These include new programming languages, tools, teaching methods, and outreach programs. The impetus for these innovations was often a desire to provide interesting and engaging learning experiences and to ensure an appropriate level of instruction for a particular age group. Many initiatives were driven by changes to national curricula to mandate the teaching of programming. We find that there is a need for long-term studies to identify the most effective pedagogical approaches. We also identify a major need faced by many countries for training and resources to support teachers through the curriculum changes.

关键词： K12 K-12 introductory programming novice programming systematic literature review review school

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Answering the Correct Question 19

Answering the Correct Question

引用

4th ACM Conference on Global Computing Education (CompEd)

作者： Craig, Michelle Petersen, Andrew Campbell, Jennifer Univ Toronto Toronto ON Canada Univ Toronto Mississauga Mississauga ON Canada

ISBN: (纸本)9781450362597

The first step in writing code is understanding the problem to be solved. When this step is not properly completed, students can waste time developing a solution to the wrong problem. Arguably, this tendency is exacerbated by online automatically-tested code submission systems where students work in isolation and sometimes appear to focus more on passing the instructor testcases than on understanding the problem or its solution. We report on an randomized A/B test with 831 CS1 students using an online submission system. Students in the control group wrote small Python functions based on a written description including a docstring with one example. Before the treatment-group students solved the same exercise, they were given a description of the same functions and were asked to provide the corresponding output for three sets of input. We hypothesized that this would decrease the time and attempts required to correctly write the code because students in the treatment group would not waste time on an incorrectly-conceived problem. We found support for this hypothesis on one of the problems but not on the other, and we offer some suggestions as to how this might be explained.

关键词： novice programming CS1 tracing test cases

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Achievement Goals in CS1: Replication and Extension 18

Achievement Goals in CS1: Replication and Extension

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

作者： Zingaro, Daniel Craig, Michelle Porter, Leo Becker, Brett A. Cao, Yingjun Conrad, Phill Cukierman, Diana Hellas, Arto Loksa, Dastyni Thota, Neena Univ Toronto Mississauga Mississauga ON Canada Univ Toronto Toronto ON Canada Univ Calif San Diego San Diego CA 92103 USA Univ Coll Dublin Dublin Ireland Univ Calif Santa Barbara Santa Barbara CA 93106 USA Simon Fraser Univ Burnaby BC Canada Univ Helsinki Helsinki Finland Univ Washington Seattle WA 98195 USA Univ Massachusetts Amherst Amherst MA USA

ISBN: (纸本)9781450351034

Replication research is rare in CS education. For this reason, it is often unclear to what extent our findings generalize beyond the context of their generation. The present paper is a replication and extension of Achievement Goal Theory research on CS1 students. Achievement goals are cognitive representations of desired competence (e.g., topic mastery, outperforming peers) in achievement settings, and can predict outcomes such as grades and interest. We study achievement goals and their effects on CS1 students at six institutions in four countries. Broad patterns are maintained - mastery goals are beneficial while appearance goals are not - but our data additionally admits fine-grained analyses that nuance these findings. In particular, students' motivations for goal pursuit can clarify relationships between performance goals and outcomes.

关键词： CS1 novice programming achievement goals motivation interest

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Comparing Mental Models of novice Programmers when Using Visual and Command Line Environments 12

Comparing Mental Models of Novice Programmers when Using Vis...

引用

50th Annual Association-for-Computing-Machinery (ACM) Southeast Conference

作者： Dillon, Edward Anderson, Monica Brown, Marcus Univ Alabama Dept Comp Sci Box 870290 Tuscaloosa AL 35487 USA

ISBN: (纸本)9781450312035

Improving the novice's experience with learning to program has been an important research topic for some time. Appropriate programming environments for novices have been one research area. For example, many departments have adopted visual environments to teach programming as opposed to a command line environment at the beginning stages of a CS curriculum. The features in standard command line environments are not as assistive to programmers as visual environments. novices must learn both language syntax and semantics while navigating the file system and compilation tools. On the other hand, visual environments can enable novices to conduct the same behavior with one or more button clicks. However, the consistency and affordance of certain features in visual environments could cause novices to develop a false perception of programming. In addition, such features may impose the inability for novices to immediately adapt to less assistive environments. In contrast, command line environments may enable novices to develop better mental models for programming because of their limited features, which could also allow them to transition to other environments much easier. A protocol analysis was conducted on seven students from a CS1 course who learned Python using either IDLE or VIM. The objective was to record and analyze each student's behavior while they use the opposing environment to write a program. This study showed that students who originally used IDLE were not as equipped for transitioning to VIM as their counterparts who transitioned to IDLE.

关键词： novice programming Education Learning

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A Tool for Authoring Programs that Automatically Distribute Feedback to novice Programmers

A Tool for Authoring Programs that Automatically Distribute ...

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

作者： Ichinco, Michelle Dosouto, Yoanna Kelleher, Caitlin Washington Univ Dept Comp Sci & Engn St Louis MO 63130 USA Florida Int Univ Sch Comp & Informat Sci Miami FL 33199 USA

ISBN: (纸本)9781479940356

One way to provide feedback to independent novice programmers is by leveraging experienced programmers as code reviewers. To provide this feedback at a large scale, experienced programmers can author heuristic programs, or rules, that automatically determine whether a novice program should receive certain feedback. This work presents the lessons learned from designing a tool to enable rule authoring.

关键词： crowdsourcing code review novice programming

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Hybrid Environments: A Bridge from Blocks to Text 17

Hybrid Environments: A Bridge from Blocks to Text

引用

13th ACM Conference on International Computing Education Research (ICER)

作者： Blanchard, Jeremiah Univ Florida Dept CISE Gainesville FL 32611 USA

ISBN: (纸本)9781450349680

Hybrid, dual-modality programming environments provide both blocks-based and text-based interfaces for programming. While previous research investigated the transition from visual to textual environments, few studies considered these hybrid environments. The purpose of this dissertation is to explore how hybrid programming environments impact computer science competency, confidence, and interest in computer science among students when moving from blocks-based environments to text based languages. Exploring these questions will help us understand which hybrid environments are effective, in which contexts they are effective, and if they can improve on current approaches to CS instruction.

关键词： Computer Science Education programming environments programming languages novice programming hybrid programming environments

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Hands-on in Computer programming Education 17

Hands-on in Computer Programming Education

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13th ACM Conference on International Computing Education Research (ICER)

作者： von Hausswolff, Kristina Uppsala Univ Dept Informat Technol Box 337 SE-75105 Uppsala Sweden

ISBN: (纸本)9781450349680

More and a wider range of students are learning to program as part of their formal education in Sweden as well as in other countries. In computer programming as in other laboratory subjects, the student's active learning in the form of physical motor movement is important. Nevertheless, there are gaps in understanding how, when, and why practical hands-on learning has positive effects. To study the effects of hands-on for novices leaning to program, an experiment in a controlled setting is planned, along with an in-depth study in an authentic classroom setting. The theoretical and methodological basis is a pragmatic view of knowledge and learning, resulting in a mixed methodology approach. This research aims at getting insights that could inform teachers in the CS classroom in making appropriate didactical decisions, both at university level and in upper secondary school. Another more general aim is to understand the reasons for why hands-on is beneficial for learning.

关键词： novice programming practice pragmatism pair programming

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Exploring novice Programmer Example Use

Exploring Novice Programmer Example Use

引用

IEEE Symposium on Visual Languages and Human-Centric Computing*

作者： Ichinco, Michelle Kelleher, Caitlin Washington Univ Dept Comp Sci & Engn St Louis MO 63130 USA

ISBN: (纸本)9781467374576

Both experienced and novice programmers use examples while programming, whether from tutorials, forums, or source code. novice programmers, however, often find it challenging to use unfamiliar example code. Little is known about the challenges of using examples, making it difficult to design support for novice programmer example use. We ran an exploratory study of novices using examples to complete programming tasks. To analyze programming behaviors, we define the 'realization point' as the time when the participants discover the crucial concept in an example. Our results show that participants spent more time after the realization point using the example than they did identifying which part of the example to use. We describe hurdles and strategies, types of tasks behaviors, and finally, implications for supporting example use.

关键词： novice programming code examples code reuse

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