212,498 research outputs found
Computer Science Student-Centered Instructional Continuum
The Computer-Science Student-Centered Instructional Continuum (CS-SCIC) is a new framework to support PreK-12 instructors in their lesson design. Educators are faced with choices when building lessons; there is a tension between direct instruction, constructivism and constructionism and difficulty in providing differentiated instruction. Theoretically aligned to Vygotsky’s zone of proximal development, CS-SCIC places research-based instructional strategies on a simple learning continuum. Teachers use the continuum to discuss, review and design learning events. Used internationally, initial qualitative feedback from teachers who attended pilot CS-SIC workshops was emphatically positive. Future work includes more feedback from academia and formal research, including pre and post-professional development workshop surveys
Using Macromedia Director for Multimedia Design on the WWW
A SIGCSE sponsored workshop at SIGCSE, the 31st Technical Symposium on Computer Science Education, March 8-12, 2000, Austin, Texas. The workshop introduced attendees to the basic components of Director 7.0 software including the use of stage, cast members, score, paint window, and scripting.
ACM SIGCSE - Special Interest Group on Computer Science Educatio
A High School Camp on Algorithms and Coding in Jamaica
This is a report on JamCoders, a four-week long computer-science camp for
high school students in Jamaica. The camp teaches college-level coding and
algorithms, and targets academically excellent students in grades 9--11 (ages
14--17). Qualitative assessment shows that the camp was, in general terms, a
success. We reflect on the background and academic structure of the camp and
share key takeaways on designing and operating a successful camp. We analyze
data collected before, during and after the camp and map the effects of
demographic differences on student performance in camp. We conclude with a
discussion on possible improvements on our approach.Comment: To appear in Proceedings of the 55th ACM Technical Symposium on
Computer Science Education (SIGCSE), 202
NaijaCoder: Participatory Design for Early Algorithms Education in the Global South
The majority of Nigerian high schoolers have little to no exposure to the
basics of algorithms and programming. We believe this trajectory should change
as programming offers these students, especially those from indigent
backgrounds, an opportunity to learn profitable skills and ignite their
passions for problem-solving and critical thinking.
NaijaCoder is an organization that is dedicated to organizing a free,
intensive summer program in Nigeria to teach the basics of algorithms and
computer programming to high schoolers. However, the adoption of computer
science curriculum has been especially challenging in countries in the global
south that face unique challenges -- such as unstable power supply, internet
service, and price volatility. We design a curriculum that is more conducive to
the local environment while incorporating rigorous thinking and preparation.
Using basic survey designs, we elicit feedback, from the students, designed to
further improve and iterate on our curriculum.Comment: Accepted for presentation at the Technical Symposium on Computer
Science Education (SIGCSE TS) 202
Automatically Generating CS Learning Materials with Large Language Models
Recent breakthroughs in Large Language Models (LLMs), such as GPT-3 and
Codex, now enable software developers to generate code based on a natural
language prompt. Within computer science education, researchers are exploring
the potential for LLMs to generate code explanations and programming
assignments using carefully crafted prompts. These advances may enable students
to interact with code in new ways while helping instructors scale their
learning materials. However, LLMs also introduce new implications for academic
integrity, curriculum design, and software engineering careers. This workshop
will demonstrate the capabilities of LLMs to help attendees evaluate whether
and how LLMs might be integrated into their pedagogy and research. We will also
engage attendees in brainstorming to consider how LLMs will impact our field.Comment: In Proceedings of the 54th ACM Technical Symposium on Computing
Science Educatio
A Systematic Map for Improving Teaching and Learning in Undergraduate Operating Systems Courses
Operating Systems (OS) is an important area of knowledge included in virtually allundergraduate computing curricula and in some engineering curricula as well. Teaching and learning anOS undergraduate course have always been a challenge. Several different approaches have been used for OSteaching and learning. Nevertheless, it is not easy for a teacher to choose one of them. No guidelines areavailable on how to choose one of them to match the specific objectives of each OS course. The objective ofthis paper is to analyze the approaches that have been used to improve OS teaching and learning by applyinga systematic map. In particular, we consider the following dimensions: learning objectives, assessment,empirical study, methodology, and mode (face-to-face, online, or blended). The systematic map devisedin this paper is focused on the time span from 1995 to 2017 and considered six of the major publicationson the Computer Science Education. We considered three journals (theJournal of Engineering Education,the IEEE TRANSACTIONS ONEDUCATION, and theInternational Journal of Engineering Education) and threeconferences (the ACM Technical Symposium on Computer Science Education—SIGCSE, the Conferenceon Computing Education Research—ITiCSE, and the International Conference on Computing EducationResearch—Koli). A total of 55 papers were included in the study after performing a search based on theinclusion/exclusion criteria. Nine approaches to improve OS teaching and learning were identified andanalyzed. Furthermore, the implications for OS instructors and for research in this field are discussed.2018-1
Integrating Personalized Parsons Problems with Multi-Level Textual Explanations to Scaffold Code Writing
Novice programmers need to write basic code as part of the learning process,
but they often face difficulties. To assist struggling students, we recently
implemented personalized Parsons problems, which are code puzzles where
students arrange blocks of code to solve them, as pop-up scaffolding. Students
found them to be more engaging and preferred them for learning, instead of
simply receiving the correct answer, such as the response they might get from
generative AI tools like ChatGPT. However, a drawback of using Parsons problems
as scaffolding is that students may be able to put the code blocks in the
correct order without fully understanding the rationale of the correct
solution. As a result, the learning benefits of scaffolding are compromised.
Can we improve the understanding of personalized Parsons scaffolding by
providing textual code explanations? In this poster, we propose a design that
incorporates multiple levels of textual explanations for the Parsons problems.
This design will be used for future technical evaluations and classroom
experiments. These experiments will explore the effectiveness of adding textual
explanations to Parsons problems to improve instructional benefits.Comment: Peer-Reviewed, Accepted for publication in Proceedings of the 55th
ACM Technical Symposium on Computer Science Education V. 2 (SIGCSE 2024
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
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