The Effect of Problem-solving Instruction on the Programming Self-efficacy and Achievement of Introductory Computer Science Students PDF Download
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Author: Elizabeth Maddrey
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
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Author: Elizabeth Maddrey
Publisher:
ISBN:
Category :
Languages : en
Pages : 224
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Book Description
Author: Constantine Stephanidis
Publisher: Springer Nature
ISBN: 3030607038
Category : Computers
Languages : en
Pages : 671
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Book Description
This book constitutes the extended abstracts of the posters presented during the 22nd International Conference on Human-Computer Interaction, HCII 2020, which was held in July 2020. The conference was planned to take place in Copenhagen, Denmark, but had to change to a virtual conference mode due to the COVID-19 pandemic. From a total of 6326 submissions, a total of 1439 papers and 238 posters have been accepted for publication in the HCII 2020 proceedings before the conference took place. In addition, a total of 333 papers and 144 posters are included in the volumes of the proceedings published after the conference as “Late Breaking Work” (papers and posters). These contributions address the latest research and development efforts in the field and highlight the human aspects of design and use of computing systems. The 82 papers presented in this volume are organized in topical sections as follows: design for all and sssisitive technologies; virtual, augmented and mixed reality; learning; HCI, culture and art; health and wellbeing applications; HCI in mobility, automotive and aviation.
Author: Lyn D. English
Publisher: Routledge
ISBN: 1136481559
Category : Education
Languages : en
Pages : 364
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Book Description
To define better techniques of mathematics education, this book combines a knowledge of cognitive science with mathematics curriculum theory and research. The concept of the human reasoning process has been changed fundamentally by cognitive science in the last two decades. The role of memory retrieval, domain-specific and domain-general skills, analogy, and mental models is better understood now than previously. The authors believe that cognitive science provides the most accurate account thus far of the actual processes that people use in mathematics and offers the best potential for genuine increases in efficiency. As such, they suggest that a cognitive science approach enables constructivist ideas to be analyzed and further developed in the search for greater understanding of children's mathematical learning. Not simply an application of cognitive science, however, this book provides a new perspective on mathematics education by examining the nature of mathematical concepts and processes, how and why they are taught, why certain approaches appear more effective than others, and how children might be assisted to become more mathematically powerful. The authors use recent theories of analogy and knowledge representation -- combined with research on teaching practice -- to find ways of helping children form links and correspondences between different concepts, so as to overcome problems associated with fragmented knowledge. In so doing, they have capitalized on new insights into the values and limitations of using concrete teaching aids which can be analyzed in terms of analogy theory. In addition to addressing the role of understanding, the authors have analyzed skill acquisition models in terms of their implications for the development of mathematical competence. They place strong emphasis on the development of students' mathematical reasoning and problem solving skills to promote flexible use of knowledge. The book further demonstrates how children have a number of general problem solving skills at their disposal which they can apply independently to the solution of novel problems, resulting in the enhancement of their mathematical knowledge.
Author: Makewa, Lazarus Ndiku
Publisher: IGI Global
ISBN: 1522559167
Category : Education
Languages : en
Pages : 369
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Book Description
Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. Technology-Supported Teaching and Research Methods for Educators provides innovative insights into the utilization and maintenance of technology-supported teaching and research methods for educators. The content within this publication represents the work of e-learning, digital technologies, and current issues and trends in the field of teaching and learning in the context of contemporary technologies. It is a vital reference source for school educators, professionals, school administrators, academicians, researchers, and graduate-level students seeking coverage on topics centered on the integration of effective technologies that will support educators and students.
Author: Bridget Mulvey
Publisher: Frontiers Media SA
ISBN: 2832508448
Category : Science
Languages : en
Pages : 188
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Author: Siu-Cheung Kong
Publisher: MIT Press
ISBN: 026236896X
Category : Education
Languages : en
Pages : 285
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Book Description
A guide to computational thinking education, with a focus on artificial intelligence literacy and the integration of computing and physical objects. Computing has become an essential part of today’s primary and secondary school curricula. In recent years, K–12 computer education has shifted from computer science itself to the broader perspective of computational thinking (CT), which is less about technology than a way of thinking and solving problems—“a fundamental skill for everyone, not just computer scientists,” in the words of Jeanette Wing, author of a foundational article on CT. This volume introduces a variety of approaches to CT in K–12 education, offering a wide range of international perspectives that focus on artificial intelligence (AI) literacy and the integration of computing and physical objects. The book first offers an overview of CT and its importance in K–12 education, covering such topics as the rationale for teaching CT; programming as a general problem-solving skill; and the “phenomenon-based learning” approach. It then addresses the educational implications of the explosion in AI research, discussing, among other things, the importance of teaching children to be conscientious designers and consumers of AI. Finally, the book examines the increasing influence of physical devices in CT education, considering the learning opportunities offered by robotics. Contributors Harold Abelson, Cynthia Breazeal, Karen Brennan, Michael E. Caspersen, Christian Dindler, Daniella DiPaola, Nardie Fanchamps, Christina Gardner-McCune, Mark Guzdial, Kai Hakkarainen, Fredrik Heintz, Paul Hennissen, H. Ulrich Hoppe, Ole Sejer Iversen, Siu-Cheung Kong, Wai-Ying Kwok, Sven Manske, Jesús Moreno-León, Blakeley H. Payne, Sini Riikonen, Gregorio Robles, Marcos Román-González, Pirita Seitamaa-Hakkarainen, Ju-Ling Shih, Pasi Silander, Lou Slangen, Rachel Charlotte Smith, Marcus Specht, Florence R. Sullivan, David S. Touretzky
Author: Andrea A. DiSessa
Publisher: MIT Press
ISBN: 9780262541329
Category : Computers
Languages : en
Pages : 300
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Book Description
How computer technology can transform science education for children.
Author: Philip Sands
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 189
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Book Description
Over the past 20 years, the field of computer science has experienced a growth in student interest. Despite this increase in participation rates, longstanding gender gaps persist in computer science. Recent research has examined a wide variety of individual factors (e.g., self-efficacy, sense of belonging, etc.) that impact student interest and achievement in computer science; however, these factors are rarely considered in the context of existing learning theories. In this correlational study, I explored the relationship between prior knowledge of computer programming, self-efficacy, and the sources of self-efficacy as they differed by gender in a theoretical model of achievement and interest for students in first-year computer science (CS1)courses. This model was based on prior work from Bandura (1997) and others exploring self-efficacy and social cognitive theory in the context of mathematics and science fields. Using cross-sectional data from N=182 CS1 students at two universities, structural regressions were conducted between factors impacting CS1 students across the entire population and for men(N=108) and women (N=70) individually. This data was then used to address the following research questions. (1A) How do prior knowledge of computer programming, the sources of self-efficacy, and self-efficacy for computing predict CS1 achievement and student intentions to continue study in CS? (1B) How does self-efficacy mediate the relationship between student prior knowledge of computer programming and achievement in CS1? (1C) How are those relationships moderated by gender? (2) How does feedback in the form of student grades impact intention to continue in CS when considering gender as a moderating factor? For all students, student self-efficacy for CS positively impacted CS1 achievement and post-CS1 interest. Aligning with past research, self-efficacy was derived largely from mastery experiences, with vicarious experiences and social persuasions also contributing to a moderate degree. Social persuasions had a negative effect on self-efficacy, which diverged from research in other fields. The relationship between prior knowledge of computer programming and CS1 achievement was not mediated by self-efficacy and had a small positive effect. For women, vicarious experiences played a stronger role in defining student self-efficacy in CS. Additionally, while the importance of self-efficacy on achievement was similar to that for men, self-efficacy and achievement both played a much stronger role in determining student interest in CS for women. All these findings are in need of further exploration as the analysis was underpowered due to a small, COVID-19impacted sample size. Future work should focus on the role of feedback on student self-efficacy, the potential misalignment of CS1 feedback and social network feedback, and interventions that address student beliefs about CS abilities to increase opportunities for authentic mastery and vicarious experiences.
Author: Maureen Sprankle
Publisher: Prentice Hall
ISBN: 0136060609
Category : Computer programming
Languages : en
Pages : 505
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Book Description
A core or supplementary text for one-semester, freshman/sophomore-level introductory courses taken by programming majors in Problem Solving for Programmers, Problem Solving for Applications, any Computer Language Course, or Introduction to Programming. Revised to reflect the most current issues in the programming industry, this widely adopted text emphasizes that problem solving is the same in all computer languages, regardless of syntax. Sprankle and Hubbard use a generic, non-language-specific approach to present the tools and concepts required when using any programming language to develop computer applications. Designed for students with little or no computer experience but useful to programmers at any level the text provides step-by-step progression and consistent in-depth coverage of topics, with detailed explanations and many illustrations. Instructor Supplements (see resources tab): Instructor Manual with Solutions and Test Bank Lecture Power Point Slides Go to: www.prenhall.com/sprankle
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
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Book Description
