The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition

We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase

Early-Childhood Computer-based Testing: Effects of a Digital Literacy Intervention on Student Confidence and Performance

Early-childhood digital students grow up in a fast-evolving age of technology requiring them to use and create with technologies and demonstrate core content knowledge. Although third grade students are mandated to master a new language of standardized testing, a large percentage must also learn a language of technology to complete new computer-based tests to measure content mastery. Krashen (1982) defines high affective filter as negative emotional/motivational factors interfering with understanding and cognition. This high affective filter reduces confidence and negatively impacts measuring content mastery on new computerbased tests. Two third grade classrooms at a high-poverty metropolitan school participated in a quasi-experimental study to measure the effects of a digital literacy intervention on computerbased testing confidence and student performance in social studies and mathematics. The intervention group participated in a digital literacy intervention developing keyboarding and coding skills. The control group participated in a mock digital intervention. Both participant groups received computer-based pretests and posttests in social studies and mathematics, and both groups completed Technology-Use Baseline and computer-based testing (CBT) confidence surveys after each pretest and posttest. A comparison of means was used to analyze change between pretest and posttest. Regression analysis and ANOVA were used to determine any v significant relationships between CBT-Confidence, student performance and digital literacy intervention variables. The study results found a significant relationship with a change in student performance and computer-based testing confidence in social studies but not mathematics. There was also a direct, positive significant relationship with the coding intervention and change in computerbased testing confidence in social studies but not mathematics. The researcher suggests that mode of technology integration within the two classrooms impacted the research study. The research study suggests that learner-centered technology integration within the social studies classroom positively impacted the research study when comparing the teacher-centered technology integration within the mathematics classroom. Research study suggests that school leaders consider providing teacher professional development opportunities for learner-centered technology integration (Chow et al., 2012, Considine et al., 2009). Future research could include larger sample population, using the same teacher to teach both subjects, and implementing longitudinal study to track student performance on standardized testing

Contemporary developments in teaching and learning introductory programming: Towards a research proposal

The teaching and learning of introductory programming in tertiary institutions is problematic. Failure rates are high and the inability of students to complete small programming tasks at the completion of introductory units is not unusual. The literature on teaching programming contains many examples of changes in teaching strategies and curricula that have been implemented in an effort to reduce failure rates. This paper analyses contemporary research into the area, and summarises developments in the teaching of introductory programming. It also focuses on areas for future research which will potentially lead to improvements in both the teaching and learning of introductory programming. A graphical representation of the issues from the literature that are covered in the document is provided in the introduction

Computer Programming Effects in Elementary: Perceptions and Career Aspirations in STEM

The development of elementary-aged students’ STEM and computer science (CS) literacy is critical in this evolving technological landscape, thus, promoting success for college, career, and STEM/CS professional paths. Research has suggested that elementary- aged students need developmentally appropriate STEM integrated opportunities in the classroom; however, little is known about the potential impact of CS programming and how these opportunities engender positive perceptions, foster confidence, and promote perseverance to nurture students’ early career aspirations related to STEM/CS. The main purpose of this mixed-method study was to examine elementary-aged students’ (N = 132) perceptions of STEM, career choices, and effects from pre- to post-test intervention of CS lessons (N = 183) over a three-month period. Findings included positive and significant changes from students’ pre- to post-tests as well as augmented themes from 52 student interviews to represent increased enjoyment of CS lessons, early exposure, and its benefits for learning to future careers

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

Learning to Code: Effects of Programming Modality in a Game-based Learning Environment

As new introductory block-based coding applications for young students to learn basic computer science concepts, such as, loops and conditionals, continue to increase in popularity, it is necessary to consider the best method of teaching students these skills. Many of these products continue to exhibit programmatic misconceptions of these concepts and many students struggle with how to apply what they learn to a text-based format due to the difficulties with learning the syntactic structure not present in block-based programming languages. If the goal of teaching young students how to program is meant to develop a set of skills they may apply when learning more complex programming languages, then discerning how they are introduced to those practices is imperative. However, few studies have examined how the specific modality in which students are taught to program effects how they learn and what skills they develop. More specifically, research has yet to effectively investigate modality in the context of an educational coding game where the modality feature is controlled, and content is consistent throughout game-play. This is mainly due to the lack of available games with this feature designed into the application. This dissertation explores whether programming modality effects how well students can learn and transfer computer science concepts and practices from an educational programming game. I proposed that by being guided from a blocks-based to text-based programming language would instill a deeper understanding of basic computer science concepts and would support learning and improve transfer and performance on new challenging tasks. Two experimental studies facilitated game-play sessions on the developed application for this project. The first study was a 2x2 between subjects design comparing educational module (game versus basic) and programming modality (guided versus free choice). The findings from Study 1 informed the final version design for the module used in the second study where only the game module was used in order to focus the comparison between programming modality. Findings showed that students who coded using the game module performed better on a learning test. Study 2 results showed that students who are transitioned from blocks-based to text-based programming language learn basic computer science concepts with greater success than those with the free choice modality. A comparative study was conducted using quantitative data from learning measures and qualitative video data from the interviews during the challenge task of the second study. This study examined how students at the extreme levels of performance utilized the toggle switch feature during game-play and how the absence of the feature impacted how they completed the challenge task. This analysis showed two different methods of toggle switch usage being implemented by a high and low performing student. The high performing student utilized the resources more often during the challenge tasks in lieu of leveraging the toggle switch and were still able to submit high level code. Results suggest that a free choice student who uses the feature as a tool to check their prewritten code rather than a as short cut for piecing code together as blocks and submitting the text upon the final attempt. This practice leads to a shallower understanding of the basic concepts and make it extremely difficult to expand and apply that knowledge to a more difficult task. This dissertation includes five chapters: an introduction and theoretical framework, a game design framework and implementation description, two experimental investigations, and a quantitative and qualitative comparative analysis. Chapter one provides the conceptual and theoretical framework for the two experimental investigations. Chapter two describes the theory and design structure for the game developed for this dissertation work. Chapter three and four will discuss the effects of programming modality on learning outcomes. Specifically, chapter 3 focuses on implications of programming modality when determining how to implement changes for the design of the game for Study 2. Chapter five discusses a comparative analysis that investigated differing work flow patterns within the free choice condition between high and low performing students. Results from these three chapters illustrate the importance of examining this component of the computer science education process in supplemental games for middle and high school students. Additionally, this work contributes in furthering the investigation of these educational games and discusses implications for design of similar applications

Embedding Computational Thinking into Authentic Technology Practice

This paper presents the findings from a pilot study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners. There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world

Exploring the place of troubleshooting in an undergraduate electronics engineering education programme at a university in South Africa.

Doctoral Degree. University of KwaZulu-Natal, Durban.Whereas the ability to identify, formulate and solve engineering problems is considered an essential learning outcome for an engineering education curriculum, there seems to be ambivalence around the place of troubleshooting in electronics engineering programmes. Yet, the practice of troubleshooting is deemed a requisite generic engineering competency skill in industry. The San Diego 24-hour blackout in 2011 is a commonly cited case to highlight the importance of electronics troubleshooting in modern electronics engineering. In this regard, engineering troubleshooting is seen to play a vital role in the safety and economic wellbeing of a nation. However, many universities offering engineering education programmes have tended to omit or put little emphasis on troubleshooting in their curriculum, thereby creating a lacuna between theoretical knowledge and problem solving skills in real-world troubleshooting. This current study, therefore, sought to explore the place of troubleshooting in an undergraduate electronics engineering education programme at a South African university. This study argues that, without the appropriate instructional pedagogy in troubleshooting, a tension between “theory” and “practice” in engineering education will continue to exist. A qualitative case study research design was employed to interrogate the following three broad questions: (i) Is troubleshooting accommodated within an electronics engineering programme? (ii) How is the electronics engineering programme enacted? (iii) What informs how the programme was enacted? Phenomenography and Lefebvre’s theory of space were used as analytical and theoretical frameworks, respectively. Phenomenography allowed for the delineation of the different ways in which troubleshooting was conceptualised by the various participants. Lefebvre’s theory of space allowed for the differentiation of the three domains that characterise the place of troubleshooting within the undergraduate electronics engineering programme, namely, the conceived space (government policy), the perceived space (institutional curriculum and instruction) and the lived space (fourth year engineering students). With respect to the first question, the findings revealed that this question was domain dependent. With respect to the first domain, the findings indicate that troubleshooting was not afforded any place at all (0% affordance), whereas the second domain showed a mixed response from the participants (lecturers and technicians). A 50% versus 50% affordance was recorded for this domain. In contrast, the third domain’s findings indicated 100% affordance. With respect to the second question, the findings were that the electronics engineering programme was broadly enacted through individual-based, theory-based and design-based practices, indicating a total absence of explicit troubleshooting teaching practices. Further, findings from the third question reveal that there was no explicit teaching of troubleshooting in the electronics engineering education programme. While the practice of troubleshooting is deemed a requisite generic engineering competency skill, the non-explicit teaching of troubleshooting as a core part of electronics engineering curriculum has implications for policy, practice and research. Whereas the CHE and ECSA policy documents that guide engineering education in South African universities make no provisions for the place of troubleshooting in electronics engineering education programme, the findings suggests that such omission or silence in the policy impacts the learning outcome of electronics engineering students, who graduate without the requisite expertise needed to solve real-life troubleshooting problems. This requisite expertise, as the literature affirms, should unequivocally form an important element of the electronics engineering curriculum practice and discourse in South African universities. The implications of the findings in this study further suggest the need to critically look at the possible gaps between theory and practice, and the dynamics of institutional influences on practices. Further research is suggested with a view to narrow the gap between theory and enactment in the electronics engineering education curriculum

Power of Near-Peers: Conceptualizing and Testing a Near-Peer Mentoring Model in Raising Youths\u27 Self-Efficacy in Computer Programming

Self-efficacy is seen as a barrier for youth, females in particular, to enter computer science (CS). In this study, I presented a near-peer mentoring model that focused on changing the mentee’s self-efficacy in CS. The present study had three objectives: (a) to design a near-peer mentoring model (i.e., a conceptual model) around the sources of information that influence self-efficacy, (b) to develop a mentor training model based on the conceptual model, and (c) to test the effectiveness of the training model in increasing mentees’ self-efficacy in the context of a summer App programming camp. The present study adopted a mixed-methods approach following a concurrent, embedded design to answer research questions. Data were collected from pre-post surveys and camper interviews. Comparison of quantitative and qualitative findings indicated that the near-peer mentoring model has a potential in increasing youth’s self-efficacy regardless of their gender. It was also found that encouragement was important for fostering self-efficacy and while they did not directly influence self-efficacy, modeling and instructive feedback enhanced campers’ learning experience, which, in turn, would boost self-efficacy. The present study also provided examples of how to train mentors to do modeling and provide instructive and encouraging feedback, which may be helpful for programs that use mentors to recruit youth to CS