1,720,991 research outputs found
Computing education research in schools
Get PDFOne of the most researched domains of computing education research (CER) that attracts attention is computing education in schools, starting from pre-primary level up to upper secondary level (K-12). A high number of initiatives and related research contributions have appeared over half a century of computing history in schools. This chapter presents an overview of CER in the K-12 domain, including globally influential movements such as that of Logo pedagogy, constructionism, inquiry based learning or computational thinking (CT). Development of CT in education, based on a number of previous reviews on CT and K-12, paints a diverse picture of the approaches, educational technologies, pedagogical innovations, and related challenges such as lack of teacher training or shortage of learning resources. This article presents also a scientometric overview of CER research in the K-12 domain. The analysis identifies the top topics of research, and foundational articles. While much of the research is centered around the US, key research from other parts of the globe is also highlighted. Emergence of new trends such as teaching artificial intelligence and machine learning in schools are also discussed.</p
Exploring the Past, Present and Future of Computing Education Research: An Introduction
No full textThis chapter is an introduction to the book "Past, Present and Future of Computing Education Research: A Global Perspective.'' This book uses a mixture of scientometrics, meta-research and case studies to offer a new view about the evolution and current state of computing education research (CER) as a field of science. In its 21 chapters, this book presents new insights of authors, author communities, publication venues, topics of research, and of regional initiatives and topical communities of CER. This chapter presents an overview of the contents of this book.Non peer reviewe
Computing Education Research in the UK & Ireland
Get PDFIn 1970, SIGCSE had five members from England, Scotland and Wales. By 1983 Ireland had a member, followed by Northern Ireland in 1995. Well before then researchers from these countries had contributed to the growing CER community. In 1998 the 3rd ACM ITiCSE conference was held in Ireland. Since then researchers in these countries have contributed to advancing CER regionally and globally, hosting numerous ITiCSE and ICER conferences and spawning several influential research projects and groups. In the last decade two ACM SIGCSE Chapters (UK, and Ireland) were established along with two annual conferences: Computing Education Practice (CEP), and the UK & Ireland Computing Education Research conference (UKICER) now in their 7th and 4th years. In 2022 ITiCSE returned to Ireland. This chapter describes more than 50 years of history and growth of CER within, and to come out of, the UK and Ireland, along with a scientometric study of research outputs
Creativity-Supporting Learning Environments : Two Case Studies on Teaching Programming
No full textIt is known that students' learning approaches, types of motivation, and types of self-regulation are connected with learning outcomes. It is also known, that deep learning approaches, self-regulated learning, and intrinsic types of motivation are connected with creativity. However, in computing pedagogy there is a lack in empirically grounded analyses in integration of the varying educational theories to build learning environments that support creativity. The literature of programming education proposes a variety of theoretical, as well as practical viewpoints in relation to the teaching and learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Literature shows that education is highly context dependent, and that educational design should account for contextual differences. In programming education, the nature and implications of those differences are hitherto unclear.
In this study, the paucity in research about creativity-supporting learning environments in computing education, and about contextual differences in the pedagogy of programming are addressed through two case studies. In the first context (CUH) of this study (Department of Computer Science, University of Helsinki, Finland), a method of learning-by-inventing was designed and integrated into a robotics-based programming class, and its effects on students' learning were investigated through qualitative analysis of 144 interviews. In the second context (CTU) of this study (IT Department, Tumaini University, Iringa University College, Iringa, Tanzania) a number of interventions for supporting intrinsic motivation and deep approaches to learning were designed, and their effects on students' learning were studied through qualitative and quantitative methods, and a controlled research setup. In addition, a mixed methods study about contextual factors, which affect the learning environment design was conducted.
In context CUH, the results show that the provided environment supported the learning of creative processes through a number of mechanisms. In general, the provided environment was shown to facilitate changes in students' problem management approaches, and extended students' deep and surface learning approaches to computer science related problem solving and problem management. In context CTU the results reveal that students face many similar challenges than students in other educational contexts, and that the standard learning environment does not offer enough support for gaining the requisite development. Learning is also hindered by many contextually unique factors. Testing a model where students work on their homework under guidance, facilitated by active student-teacher collaboration did not result in significant advantage over the control group. However, the qualitative results about guided environments were exclusively positive.
In context CUH, the analysis suggests that learning of creativity may be facilitated by supporting deep learning strategies, intrinsic motivation, and self-regulated learning through utilizing a combination of open learning environment configuration, learning-by-inventing, and robotics as the vehicle for learning. Secondly, the analysis suggests challenges in context CTU to be addressed through increasing the number of practical exercises, by selecting the proper amount of guidance required in the learning environment, and by implementing educational action research as a standard component into the learning and teaching environment.Tässä viiteen artikkeliin perustuvassa väitöskirjassa tutkittiin keksimisen ja luovan ongelmanratkaisun tukemiseen perustuvia uusia opetusjärjestelyitä kahdessa kontekstissa: 1) Helsingin yliopiston Tietojenkäsittelytieteen laitos, sekä 2) IT-Department, Tumaini University, Iringa University College, Iringa, Tansania. Ensimmäisessä kontekstissa hyödynnettiin robotiikkasarjaa oppimisvälineenä.
Ensimmäisessä kontekstissa tulokset osoittavat, että tutkimuksen osana suunnitellut opetusjärjestelyt tukivat syvällisempiin opiskelutapoihin suuntautuneita muutoksia opiskelijoiden ongelmanratkaistavoissa-, ongelmien löytämistavoissa, ja ongelmajoukkojen hallintatavoissa. Tutkimuksen toisessa kontekstissa tulokset osoittavat, että opiskelijat kohtaavat useita samankaltaisia oppimisen haasteita kuin muissakin konteksteissa. Oppimiseen vaikuttaa myös joukko kontekstiin liittyviä uniikkeja tekijöitä.
Tulosten analyysi osoittaa, että tutkimuksen ensimmäisessä kontekstissa keksimisen oppimista voidaan tukea hyödyntämällä avoimen oppimisympäristön periaatteita, ja robotiikkasarjaa oppimisen alustana. Tulosten analyysi osoittaa myös, että tutkimuksen toisen kontekstin haasteita voidaan ratkaista lisäämällä käytännön harjoitusten määrää ja laatua, valitsemalla oikeanlaiset oppimisen tukitoimet, sekä liittämällä opettamisen ja oppimisen tutkimus olennaiseksi osaksi opetustoimintaa.ei saavutettav
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
New perspectives on the pedagogy of programming in a developing country context
No full textProgramming education is a widely researched and intensely discussed topic. The literature proposes a broad variety of pedagogical viewpoints, practical approaches, learning theories, motivational vehicles, and other elements of the learning situation. However, little effort has been put on understanding cultural and contextual differences in pedagogy of programming. Pedagogical literature shows that educational design should account for differences in the ways of learning and teaching between industrialized and developing countries. However, the nature and implications of those differences are hitherto unclear. Using group interviews and quantitative surveys, we identified several crucial elements for contextualizing programming education. Our results reveal that students are facing many similar challenges to students in the west: they often lack deep level learning skills and problem-solving skills, which are required for learning computer programming, and, secondly, that from the students’ viewpoint the standard learning environment does not offer enough support for gaining the requisite development. With inadequate support students may resort to surface learning and may adopt extrinsic sources of motivation. Learning is also hindered by many contextually unique factors, such as unfamiliar pedagogical approaches, language problems, and cultural differences. Our analysis suggests that challenges can be minimized by increasing the number of practical exercises, by carefully selecting between guided and minimally guided environments, by rigorously monitoring student progress, and by providing students timely help, repetitive exercises, clear guidelines, and emotional support.</p
- …
