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1.
Heather Pon-Barry Becky Wai-Ling Packard Audrey St. John 《Computer Science Education》2017,27(1):54-77
A dilemma within computer science departments is developing sustainable ways to expand capacity within introductory computer science courses while remaining committed to inclusive practices. Training near-peer mentors for peer code review is one solution. This paper describes the preparation of near-peer mentors for their role, with a focus on regular, consistent feedback via peer code review and inclusive pedagogy. Introductory computer science students provided consistently high ratings of the peer mentors’ knowledge, approachability, and flexibility, and credited peer mentor meetings for their strengthened self-efficacy and understanding. Peer mentors noted the value of videotaped simulations with reflection, discussions of inclusion, and the cohort’s weekly practicum for improving practice. Adaptations of peer mentoring for different types of institutions are discussed. Computer science educators, with hopes of improving the recruitment and retention of underrepresented groups, can benefit from expanding their peer support infrastructure and improving the quality of peer mentor preparation. 相似文献
2.
High failure and drop-out rates from introductory programming courses continue to be of significant concern to computer science disciplines despite extensive research attempting to address the issue. In this study, we include the three entities of the didactic triangle, instructors, students and curriculum, to explore the learning difficulties that students encounter when studying introductory programming. We first explore students’ perceptions of the barriers and affordances to learning programming. A survey is conducted with introductory programming students to get their feedback on the topics and associated learning resources in the introductory programming course. The instructors’ perceptions are included by analyzing current teaching materials and assessment tools used in the course. As a result, an ADRI based approach is proposed to address the problems identified in the teaching and learning processes of an introductory programming course. 相似文献
3.
We determined short- and long-term correlates of a revised introductory biology curriculum on understanding of biology as a process of inquiry and learning of content. In the original curriculum students completed two traditional lecture-based introductory courses. In the revised curriculum students completed two new learner-centered, inquiry-based courses. The new courses differed significantly from those of the original curriculum through emphases on critical thinking, collaborative work, and/or inquiry-based activities. Assessments were administered to compare student understanding of the process of biological science and content knowledge in the two curricula. More seniors who completed the revised curriculum had high-level profiles on the Views About Science Survey for Biology compared with seniors who completed the original curriculum. Also as seniors, students who completed the revised curriculum scored higher on the standardized Biology Field Test. Our results showed that an intense inquiry-based learner-centered learning experience early in the biology curriculum was associated with long-term improvements in learning. We propose that students learned to learn science in the new courses which, in turn, influenced their learning in subsequent courses. Studies that determine causal effects of learner-centered inquiry-based approaches, rather than correlative relationships, are needed to test our proposed explanation. 相似文献
4.
Zehra Ozturk Caitlin McMunn Dooley Meghan Welch 《Journal of Research on Technology in Education》2018,50(2):149-163
The purpose of this study was to investigate how elementary teachers with little knowledge of computer science (CS) and project-based learning (PBL) experienced integrating CS through PBL as a part of a standards-based elementary curriculum in Grades 3–5. The researchers used qualitative constant comparison methods on field notes and reflections to describe the teachers' participation in professional development to create CS-infused projects to be implemented with their students. Categories that emerged included standards integration, student autonomy, and challenges of infrastructure and time. The data are from the first 6 months of a 3-year, National Science Foundation-funded project. (Keywords: computer science, project-based learning, integration, elementary curriculum) 相似文献
5.
Richard Gluga Judy Kay Raymond Lister Simon Sabina Kleitman 《Computer Science Education》2013,23(1):24-57
To design an effective computer science curriculum, educators require a systematic method of classifying the difficulty level of learning activities and assessment tasks. This is important for curriculum design and implementation and for communication between educators. Different educators must be able to use the method consistently, so that classified activities and assessments are comparable across the subjects of a degree, and, ideally, comparable across institutions. One widespread approach to supporting this is to write learning objects in terms of Bloom’s Taxonomy. This, or other such classifications, is likely to be more effective if educators can use them consistently, in the way experts would use them. To this end, we present the design and evaluation of our online interactive web-based tutorial system, which can be configured and used to offer training in different classification schemes. We report on results from three evaluations. First, 17 computer science educators complete a tutorial on using Bloom’s Taxonomy to classify programming examination questions. Second, 20 computer science educators complete a Neo-Piagetian tutorial. Third evaluation was a comparison of inter-rater reliability scores of computer science educators classifying programming questions using Bloom’s Taxonomy, before and after taking our tutorial. Based on the results from these evaluations, we discuss the effectiveness of our tutorial system design for teaching computer science educators how to systematically and consistently classify programming examination questions. We also discuss the suitability of Bloom’s Taxonomy and Neo-Piagetian theory for achieving this goal. The Bloom’s and Neo-Piagetian tutorials are made available as a community resource. The contributions of this paper are the following: the tutorial system for learning classification schemes for the purpose of coding the difficulty of computing learning materials; its evaluation; new insights into the consistency that computing educators can achieve using Bloom; and first insights into the use of Neo-Piagetian theory by a group of classifiers. 相似文献
6.
B. Allen Tucker Andrew P. Bernat Robert D. Cupper Charles F. Kelemen Ruth Ungar 《Computer Science Education》2013,23(1):27-55
This article summarizes the results of designing, class-testing, and developing teaching materials (texts, laboratory manuals, and software) for a novel introductory curriculum in computer science known as the “breadth-first curriculum.” This curriculum covers the first four one-semester courses in an undergraduate computer science major, and has been class-tested in several colleges of science, engineering, and liberal arts. It differs fundamentally from the traditional model because it emphasizes breadth of discipline coverage, regular structured laboratory experiences, incorporation of theory, and inclusion of the social context as essential parts of each course. 相似文献
7.
Dean Sanders 《Computer Science Education》2013,23(3):235-250
Students in two offerings of a software engineering course were asked to write opinion papers regarding the use of Extreme Programming (XP) in an undergraduate computer science curriculum. The majority opposed the use of XP as the preferred life-cycle model for the project in that course, but they did support introducing some of the practices of XP in selected courses. They felt that unit testing and coding standards should become part of the introductory programming courses, but other practices should be deferred to specific project-oriented courses, or not introduced at all. Two pilot studies provided additional insights that are consistent with the students' opinions. 相似文献
8.
An introductory CS1 course presents problems for educators and students due to students' diverse background in programming knowledge and exposure. Students who enroll in CS1 also have different expectations and motivations. Prompted by the curricular guidelines for undergraduate programmes in computer science released in 2001 by the ACM/IEEE, and driven by a departmental project to reinvent the undergraduate computer science and computer engineering curricula at the University of Nebraska-Lincoln, we are currently implementing a series of changes which will improve our introductory courses. One key component of our project is an online placement examination tied to the cognitive domain that assesses student knowledge and intellectual skills. Our placement test is also integrated into a comprehensive educational research design containing a pre- and posttest framework for assessing student learning and providing valuable feedback for needed instructional revisions. In this paper, we focus on the design and implementation of our placement exam and present an analysis of the data collected to date. 相似文献
9.
Making the students understand the theoretical concepts of digital logic design concepts is one of the major issues faced by the academics, therefore the teachers have tried different techniques to link the theoretical information to the practical knowledge. Use of software simulations is a technique for learning and practice that can be applied to many different disciplines. Experimentation of different computer hardware components/integrated circuits with the use of the simulators enhances the student learning. The simulators can be rather simplistic or quite complex. This paper reports our evaluation of different simulators available for use in the higher education institutions. We also provide the experience of incorporating some selected tools in teaching introductory courses in computer systems. We justified the effectiveness of incorporating the simulators into the computer system courses by use of student survey and final grade results. 相似文献
10.
Paulo C. Oliveira Cristina G. Oliveira 《European Journal of Engineering Education》2013,38(4):417-424
In the last years, science courses in higher education (HE) have been facing some problems, namely the lack of students’ motivation, the number of students’ failures and drop outs, particular in physics courses. The most probable reason, which has been mentioned in current science education research in HE, is that the level of interaction between teachers and learners in formal instructional settings is very low. In this paper, we describe changes that were introduced in lectures towards the promotion of active learning and analyse its effects in the classroom environment. The introduction of conceptual questions and peer instruction seems to motivate students in the class and help them engage in the learning process. These strategies have been used in the first year of an introductory physics course for engineering students in two different Portuguese HE institutions. The data were collected through questionnaires and student interviews. 相似文献
11.
C. Dianne Martin Chuck Huff Donald Gotterbarn Keith Miller 《Education and Information Technologies》1996,1(2):101-122
This article describes the work of Project ImpactCS, which was initiated to define the core content and pedagogical objectives for integrating social impact and ethics into the computer science (CS) curriculum. Over a three year period the project will address three major problems that hamper the implementation of across-the-board curriculum change: the lack of a well-specified definition of what the core content and learning objectives should include, the lack of a strategy for adapting and adopting existing materials that address the core topics into the existing CS curriculum, and the lack of awareness and expertise on the part of most CS faculties regarding the need and methodology for presenting such material in their courses. This report provides the conceptual frame-work and describes the learning objectives, called knowledge units, for defining a new content area in the computer science curriculum. It also discusses strategies and innovative pedagogical techniques for implementing the knowledge units into the curriculum. 相似文献
12.
对民族院校Visual Basic程序设计课程改革进行了探索,通过这门课程的学习能够激发民族院校计算机专业学生的主动性,提高学生的编程能力,锻炼学生的逻辑思维能力. 相似文献
13.
14.
This article presents and discusses the findings of a research project, the main objective of which is to identify curriculum components that promote personal development as a nuclear part of teacher professional identity formation through pre-service teacher education. Curriculum is viewed as an ecological scenario with different subsystems and both as formal and informal. Identity formation is conceived as an ever-provisional result of a double transaction: the biographical one and the relational one. The curricula of four different historical periods of pre-service teacher education in Portugal and the professional identity of teachers trained within them were characterised through collection and analysis of documents and biographical narratives. Crossing results from the four periods, the quality of school climate emerges as an important variable to the quality of the teachers’ identity. The lifelong learning ethos seems to emerge when the training curriculum connects everyday learning with everyday life, namely by urging the students’ involvement in school life, peer learning activities and peer and teacher educators’ informal learning activities. 相似文献
15.
This study implemented an online peer assessment learning module to help 36 college students with the major of pre-school
education to develop science activities for future instruction. Each student was asked to submit a science activity project
for pre-school children, and then experienced three rounds of peer assessment. The effects of the online peer assessment module
on student learning were examined, and the role of Scientific Epistemological Views (SEVs) in the learning process was carefully
investigated. This study found that student peers displayed valid scoring that was consistent with an expert’s marks. Through
the online peer assessment, the students could enhance the design of science activities for future instruction; for instance,
the science activities became more creative, science-embedded, feasible and more suitable for the developmental stage of pre-school
children. More importantly, students with more sophisticated (constructivist-oriented) SEVs tended to progress significantly
more for designing science activities with more fun, higher creativity and greater relevancy to scientific knowledge, implying
that learners with constructivist-oriented SEVs might benefit more from the online peer assessment learning process. These
students also tended to offer more feedback to their peers, and much of the peer feedback provided by these students was categorized
as guiding or helping peers to carefully appraise and plan their science activity projects. This study finally suggested that
an appropriate understanding regarding the constructivist epistemology may be a prerequisite for utilizing peer assessment
learning activities in science education. 相似文献
16.
Gwo-Jen Hwang Chun-Ming Hung Nian-Shing Chen 《Educational technology research and development : ETR & D》2014,62(2):129-145
In this study, a peer assessment-based game development approach is proposed for improving students’ learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in the experiment, 82 of whom were assigned to the experimental group and learned with the peer assessment-based game development approach, while 85 students were in the control group and learned with the conventional game development approach. From the empirical results, it was found that the proposed approach could effectively promote students’ learning achievement, learning motivation, problem-solving skills, as well as their perceptions of the use of educational computer games. Moreover, it was found from the open-ended questions that most of the students perceived peer assessment-based game development as an effective learning strategy that helped them improve their deep learning status in terms of “in-depth thinking,” “creativity,” and “motivation.” 相似文献
17.
Zachary Batz Brian J. Olsen Jonathan Dumont Farahad Dastoor Michelle K. Smith 《CBE life sciences education》2015,14(2)
The high attrition rate among science, technology, engineering, and mathematics (STEM) majors has long been an area of concern for institutions and educational researchers. The transition from introductory to advanced courses has been identified as a particularly “leaky” point along the STEM pipeline, and students who struggle early in an introductory STEM course are predominantly at risk. Peer-tutoring programs offered to all students in a course have been widely found to help STEM students during this critical transition, but hiring a sufficient number of tutors may not be an option for some institutions. As an alternative, this study examines the viability of an optional peer-tutoring program offered to students who are struggling in a large-enrollment, introductory biology course. Struggling students who regularly attended peer tutoring increased exam performance, expert-like perceptions of biology, and course persistence relative to their struggling peers who were not attending the peer-tutoring sessions. The results of this study provide information to instructors who want to design targeted academic assistance for students who are struggling in introductory courses. 相似文献
18.
Peter McSweeney Joaquin Calvo Michael Santhanam‐Martin Helen Billman‐Jacobe 《Journal of Food Science Education》2017,16(3):77-80
Project work and work placements can help prepare tertiary food science students for the workplace. Programs in the curriculum should support the development of transferable skills such as communication, problem‐solving, and planning. This paper describes a case study of a new capstone project for Masters of Food Science students based on a work integrated learning model. Students were engaged to develop a HACCP plan for a cheesemaker. They interacted with a peer group, academics, and with professionals from the food industry. Two iterations of the project were completed. Staff and student feedback from the first iteration informed modifications in the subsequent iteration. Industry partners and an authentic work task were key components of the project. The model could apply to a broad range of programs that require a capstone project in the curriculum. 相似文献
19.
Arturo Jaime José Miguel Blanco César Domínguez Ana Sánchez Jónathan Heras Imanol Usandizaga 《Journal of Science Education and Technology》2016,25(3):439-449
Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning, spiral learning and peer assessment. Namely, the course is articulated during a semester through the structured (progressive and incremental) development of a sequence of four projects, whose duration, scope and difficulty of management increase as the student gains theoretical and instrumental knowledge related to planning, monitoring and controlling projects. Moreover, the proposal is complemented using peer assessment. The proposal has already been implemented and validated for the last 3 years in two different universities. In the first year, project-based learning and spiral learning methods were combined. Such a combination was also employed in the other 2 years; but additionally, students had the opportunity to assess projects developed by university partners and by students of the other university. A total of 154 students have participated in the study. We obtain a gain in the quality of the subsequently projects derived from the spiral project-based learning. Moreover, this gain is significantly bigger when peer assessment is introduced. In addition, high-performance students take advantage of peer assessment from the first moment, whereas the improvement in poor-performance students is delayed. 相似文献
20.
《学校用计算机》2013,30(3-4):109-118
Summary While a constructivist approach to the integration of technology in the science curriculum can enable teachers to educate students on the cyclical nature of the research process and interrelate various scientific concepts, there are several considerations for educators must take to assure that it is done effectively. The authors provide a review of a project that was designed and implemented for high school science students that integrated the use of technology in a constructivist environment. This review summarizes the strengths and limitations of the project and provides educators with further considerations when implementing such a project. As educators become more familiar with what is required to successfully integrate technology in a constructivist environment, the limitations and obstacles that may be encountered can be limited. More research devoted to the use of computer technology to teach science process skills will bring teachers and students closer to harnessing the potential powers of both project-based learning strategies and the computer environment. 相似文献