| 1. |
- McCartney, Robert, et al.
(författare)
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Folk pedagogy and the geek gene : geekiness quotient
- 2017
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Ingår i: Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education. - NY, USA : ACM Digital Library. - 9781450346986 ; , s. 405-410
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Konferensbidrag (refereegranskat)abstract
- In a survey of the CS-education community, we find a range of beliefs about the "geek gene" theory. We suggest an alternative term, the "geekiness quotient (GQ)". The GQ, grounded in Gardner's work on multiple intelligences, is a hypothetical measure of the student's current CS ability. The GQ supports a moderate view of the geek gene: that students arrive in our classrooms with a range of CS abilities, whether acquired through background or innate talent, and can improve their abilities through effort.
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| 2. |
- McCartney, Robert, et al.
(författare)
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Can first–year students program yet? : a study revisited
- 2013
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Ingår i: ICER´13: Proceedings of the ninth International Conference on International Computing Education Research. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 91-98, s. 91-98
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Konferensbidrag (refereegranskat)abstract
- Threshold concepts can be used to both organize disciplinaryknowledge and explain why students have diculties at cer-tain points in the curriculum. Threshold concepts transforma student's view of the discipline; before being learned, theycan block a student's progress.In this paper, we propose that in computing, skills, inaddition to concepts, can sometimes be thresholds. Somestudents report nding skills more dicult than concepts.We discuss some computing skills that may be thresholdsand compare threshold skills and threshold concepts.
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| 3. |
- McCartney, Robert, et al.
(författare)
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Why computing students learn on their own : motivation for self-directed learning of computing
- 2016
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Ingår i: ACM Transactions on Computing Education. - New York, NY, USA : Association for Computing Machinery (ACM). - 1946-6226. ; 16:1
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we address the question of why computing students choose to learn computing topics on their own. A better understanding of why some students choose to learn on their own may help us to motivate other students to develop this important skill. In addition, it may help in curriculum design; if we need to leave some topics out of our expanding curriculum, a good choice might be those topics that students readily learn on their own.Based on a thematic analysis of 17 semistructured interviews, we found that computing students’ motivations for self-directed learning fall into four general themes: projects, social and peer interactions, joy of learning, and fear. Under these, we describe several more specific subthemes, illustrated in the words of the students.The project-related and social motivations are quite prominent. Although these motivations appear in theliterature, they received greater emphasis from our interviewees. Perhaps most characteristic of computingis the motivation to learn to complete some project, both projects done for fun and projects required for schoolor work.
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| 4. |
- Sanders, Kate, et al.
(författare)
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Threshold concepts and threshold skills in computing
- 2012
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Ingår i: ICER '12. - New York, NY, USA : ACM Digital Library. - 9781450316040 ; , s. 23-30
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Konferensbidrag (refereegranskat)abstract
- Threshold concepts can be used to both organize disciplinary knowledge and explain why students have difficulties at certain points in the curriculum. Threshold concepts transform a student's view of the discipline; before being learned, they can block a student's progress. In this paper, we propose that in computing, skills, in addition to concepts, can sometimes be thresholds. Some students report finding skills more difficult than concepts. We discuss some computing skills that may be thresholds and compare threshold skills and threshold concepts.
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| 5. |
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| 6. |
- Boustedt, Jonas, et al.
(författare)
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It seemed like a good idea at the time
- 2010
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Ingår i: SIGCSE '10 : Proceedings of the 41th ACM technical symposium on Computer science education. - New York : ACM. - 9781450300063 ; , s. 558-559
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 7. |
- Boustedt, Jonas, 1965-, et al.
(författare)
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It seemed like a good idea at the time
- 2011
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Ingår i: SIGCSE'11. - New York, NY, USA : ACM. - 9781450305006 ; , s. 163-164
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 8. |
- Boustedt, Jonas, et al.
(författare)
-
It seemed like a good idea at the time
- 2008
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Ingår i: SIGCSE '08. - New York, NY, USA : ACM. - 9781595937995 ; , s. 528-529
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 9. |
- Boustedt, Jonas, 1965-, et al.
(författare)
-
It seemed like a good idea at the time
- 2009
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Ingår i: SIGCSE '09. - New York, NY, USA : ACM. - 9781605581835 ; , s. 265-266
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Konferensbidrag (refereegranskat)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. For this special session we solicited submissions from the SIGCSE membership, selected the best from among these, and will have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. At the session, contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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| 10. |
- Boustedt, Jonas, et al.
(författare)
-
It seemed like a good idea at the time
- 2007
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Ingår i: SIGCSE '07. - : Association for Computing Machinery (ACM). - 1595933611 ; , s. 346-347
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- We often learn of successful pedagogical experiments, but we seldom hear of the the ones that failed. From an epistemological point of view, learning from failures can be at least as effecitive as learning from good examples. This special session has a structure similar to that of Parlante’s Nifty Assignments, i.e. we solicited submissions from the SIGCSE membership, selected the best from among these, and have presentations at the session by the selected authors. Our contributions describe pedagogical approaches that seemed to be good ideas but turned out as failures. Contributors will describe their pedagogical experiment, the rationale for the experiment, evidence of failure, and lessons learned.
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