Introductory programming: a systematic literature review

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

THE EFFECT OF PROBLEM BASED LEARNING INTEGRATED WITH ANDROID-BASED MEDIA ON EXCRETION SYSTEM MATERIALS TOWARDS THINKING SKILLS AND MASTERY OF CONCEPT

Abstract Today’s students are required to have problem solving skills to meet 21st century education competencies. Problem Based Learning is a learning model that requires students to find and solve their problems so that students’ interest in learning is significant. The use of media in learning can attract the interest of students, one of which is Android-based media so that research is conducted to analyze the effect of Problem Based Learning integrated with Android-based media on excretory system material on thinking skills and mastery of concepts. This research is a type of quasi-experimental research using matching-only pretest-posttest control group design. Sampling of research classes using purposive sampling technique, so that two classes were obtained as treatment and comparison classes. Student learning outcomes in the form of thinking skills and mastery of concepts were analyzed using SOLO taxonomy and carried out t-test. The results of this study indicate that the level of thinking skills and mastery of students’ concepts in the application of Problem Based Learning is integrated with Android-based media higher than students in the application of Problem Based Learning without integration with relational and extended abstract thinking skills and mastery of concepts as much as 80%. It can be concluded that Problem Based Learning integrated with Android-based media on excretory system materials influences thinking skills and mastery of concepts. Keywords: problem based learning, android media, thinking skills, mastery of concept

Development and Application of a Rasch Model Measure of Student Competency in University Introductory Computer Programming

University computer programming instruction nomenclature commonly uses the term Computer Science 1 (CS1) to describe introductory units of study. Success in CS1 is important as a pre-requisite for further study in programming and related disciplines. It is important to measure student progress and the antecedent influences. This study applied the Rasch Model and Messick’s Unified Theory of Validity to construct an interval level measure of CS1 competency with demonstrable suitability for this purpose

Clil approach: a way to enhance citizenship competence in the english class.

Esta investigación se resume el proceso y los resultados de un estudio de investigación-acción que involucró enfoque AICLE. Los participantes eran estudiantes de la escuela secundaria superior (15-18 años de edad) con dominio del Inglés intermedio bajo. La investigación surgió de las necesidades escolares y pretendió ofrecer a los estudiantes y profesores de una nueva forma de sensibilizar a la comunidad escolar para una mejor forma de valores de vida y el intercambio de competencias y de ciudadanía dentro y fuera de la escuela. Los resultados se mostraron un gran impacto en los estudiantes que podrían mejorar su adquisición del Idioma Inglés, al mismo tiempo que aprendieron las competencias de ciudadanía para actuar de manera constructiva. También se examinaron los datos cualitativos resultantes de maestro y entrevistas de los estudiantes para apoyar la interpretación y discusión de los resultados. La conclusión de este estudio es que el enfoque AICLE es una buena manera de innovar en las prácticas de enseñanza de contexto colombiano.This research summarizes the process and findings of an action research study that involved CLIL approach. The participants were upper secondary school students (15-18 years old) with lower intermediate English proficiency. The research emerged from school needs and pretended to offer students and teachers a new way of sensitizing the school community to a better way of living and sharing values and citizenship competences inside and outside the school. The results were showed a great impact on students who could improve their English Language acquisition at the same time they learnt citizenship competences to act constructively. Qualitative data resulting from teacher and students’ interviews was also examined to support interpretation and discussion of the findings. The conclusion drawn from this study is that CLIL approach is a good way to innovate in the teaching practices of Colombian context

Validating Bloom\u27s Revised Taxonomy as a Rubric for Assessing Middle School Students\u27 Levels of Thinking

Educators in a rural charter middle school in the United States were challenged with the reliable assessment of student thinking skills even though the development of higher order thinking was an espoused goal for the school. The purpose of this study was to validate a new rubric based on Bloom’s Revised Taxonomy (BRT) to reliably assess student levels of thinking as reflected in the students’ written work. A quantitative, nonexperimental design was used. The focus of the research questions was on the BRT rubric’s reliability and validity. Interrater reliability was assessed using Krippendorff’s alpha. Validity was explored by assessing the relationship between the BRT scores collected in this study to the original teacher scores of students’ archived writing samples. Reliable, unrelated scores would have suggested that the two processes were scoring different constructs. The convenience sample of 8 volunteer teachers scored papers using the new BRT rubric. Each teacher scored 52 writing samples, 2 each from 26 students in the 7th grade. The Spearman correlation coefficient between the BRT and original teachers’ scores was not statistically significant. The teachers’ original scores could not validate the BRT as a measuring tool. Also BRT measure failed to demonstrate evidence of reliability (Krippendorf’s α = .05). A position paper was created to present the results of this study and to explore possibilities for improving the assessment of thinking. Positive social change may be encouraged by the use of a reliable and valid scoring process to quantify levels of thinking. A reliable scoring process for levels of thinking could lead to more balanced curricula, instruction, and assessment ultimately providing a base for customized student learning experiences

Cognitive Evaluation of Examinees by Dynamic Question Set Generation based on Bloom’s Taxonomy

Educational data mining (EDM) is an emerging topic in recent years steered by data mining and machine learning techniques to enhance students’ overall learning experience and academic progress. In recent years EDM techniques are frequently used to improve assessment systems but the evaluation procedure is majorly marks driven. Developing an evaluation system to distinguish candidates, based on their ability to answer cognitively difficult questions is a challenging task. In this study, a unique methodology is proposed to dynamically rank the candidates to develop an outcome-based online examination system that will properly evaluate a candidate’s cognitive competencies. The questions are segmented into different cognitive groups based on classical Bloom’s educational taxonomy. The Jenks Natural Breaks Optimization technique is used here to segment the questions and as a result, distinct question clusters based on different cognitive levels are obtained. Students are evaluated with different questions from these cognitive groups and ranking is done for individual candidates considering both the marks of the questions and his/her ability to solve questions from different difficulty levels

SCRUTINIZING COMPLIMENT RESPONSE STRATEGY IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN INDONESIA

Teaching compliment expression might be challenging for Indonesian EFL teacher, especially presenting compliment responses in some certain context of situation. The present study aims at investigating the compliment response strategies in some learning resources used by English teachers in Indonesia. The subjects of this study are the two EFL textbooks written by non-native English speakers and the supplementary materials derived from two Youtube channels and two materials from online learning websites created by native English speakers.The findings revealed accepting was the common compliment response strategy represented in all learning resources. it is also noted that the supplementary materials have various compliment response strategies completed with the meta-pragmatic information on each dialogue. The study implied that the EFL students should be equipped with pragmatic and sociolinguistic information in order to achieve the successful communication.

Assessing Algebraic Solving Ability: A Theoretical Framework

Abstract Algebraic solving ability had been discussed by many educators and researchers. There exists no definite definition for algebraic solving ability as it can be viewed from different perspectives. In this paper, the nature of algebraic solving ability in terms of algebraic processes that demonstrate the ability in solving algebraic problem is discussed. A theoretical framework of algebraic solving ability was formulated based on three phases of algebraic processes, historical development of algebra and SOLO model (Structured of the Observed Learning Outcome). The three phases of algebraic processes included investigating the pattern by collecting the numerical data, representing and generalizing the pattern into a table and an equation, and interpreting and applying the equation to the related or new situation. There are four levels (unistructural, multistructural, relational and extended abstract) of structure response of SOLO model that had been applied to assess students' algebraic solving ability incorporate two content domains of algebraic equation, namely direct variation and inverse variation

Exploring 21st Century Learning in Virginia Secondary School Technology and Engineering Classrooms: A Hermeneutic Phenomenological Study

The purpose of this phenomenological study was to examine how integrative STEM teachers utilize the Standards for Technological and Engineering Literacy (STEL) to foster and assess 21st-century learning in technology and engineering classes at multiple Virginia public secondary schools. The theory guiding this study was Kolb’s experiential learning theory, which integrates nine learning theories into an innovative cyclical learning process that is like the engineering design loop. This hermeneutic phenomenology included 15 Virginia technology and engineering schoolteachers (Grades 6-12) who purposefully taught multiple academic disciplines and utilized the eight practices of the STEL in the context of their curriculum to foster 21st-century learning. Data collection included individual interviews, journal prompts, and physical artifacts (lesson plans, assessment tools, etc.). Data were entered into the Delve data analysis software and were analyzed using Van Manen’s hermeneutic phenomenological theory for common themes regarding the fostering and assessment of 21st-century literacy. The themes extracted from the data included measuring 21st-century learning, developing 21st-century curriculum, and the eight practices of technology and engineering educators: creativity, collaboration, communication, critical thinking, optimism, attention to ethics, systems thinking, and making and doing. The findings indicated that integrative STEM methodology, multidisciplinary instruction, and the eight practices of the STEL fostered 21st-century learning. This study’s significance was to add to the available literature on integrative STEM education and the STEL fostering 21st-century learning