In this issue, we are pleased to present a collection of five articles that again showcases the variety of work in the computer science education research field. The first article by McCauley, Bares, and Manaris examines the six-year impact of an interdisciplinary undergraduate program of study that combines computing and the arts. They present a compelling case for a pluralistic view what it means to be a computing degree, and they highlight the dramatic impact an alternative program can have on gender equity and broadening participation in the field. This work is interesting because it not only presents a pragmatic story of how to design and adopt a curriculum rooted in prior literature on contextualized computing education, but it also serves as an example of how to pose researchable questions about whole programs to enable comparisons beyond single term evaluations. The second article by Kolikant and Ma’ayan uses a much smaller unit of analysis and employs an interview study to draw attention to the Internet usage patterns of first year university computer science students engaged in programming tasks and the perceptions their instructors have of their students’ behaviors. As the authors describe, use of the Internet to address questions faced by novice programmers is well documented in the literature, and thus it is important to understand the difficulties they face along with how they overcome these challenges over time. Interestingly, the authors collected data in two countries in order to combat any biases of local culture and context, and thus remind us of the importance to be aware of these possibilities even in smallscale studies. The results confirm several key observations of previous related studies, but the authors also extend these findings by making comparisons between the instructor and student perspectives on the issues. By opening up the analysis to consider multiple viewpoints in the classroom, they provide the research community with a more complete picture of the phenomenon. Pantic and her colleagues invite us to explore a much younger set of learners in the third article. They present a qualitative analysis of the stereotypes middle school students (aged 9–14 years) encode in free-form drawings and descriptions of imagined computer scientists. Methodologically speaking, this work borrows from a rich history of using this “draw-a” technique to uncover the conceptions held by young learners and builds on our understanding of its uses within computer science, especially given recent trends towards increased access to early Computer Science (CS) experiences. Their work highlights that COMPUTER SCIENCE EDUCATION 2018, VOL. 28, NO. 3, 189–190 https://doi.org/10.1080/08993408.2018.1546471

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社论

在本期中，我们很高兴地展示了五篇文章的合集，它们再次展示了计算机科学教育研究领域的各种工作。McCauley、Bares 和 Manaris 的第一篇文章探讨了将计算和艺术相结合的跨学科本科学习计划的六年影响。他们为多元观点提供了一个令人信服的案例，说明什么是计算机学位，并且他们强调了替代计划对性别平等和扩大该领域参与度的巨大影响。这项工作很有趣，因为它不仅展示了如何设计和采用植根于上下文计算教育的先前文献的课程的务实故事，但它也可以作为一个例子，说明如何对整个程序提出可研究的问题，以便在单项评估之外进行比较。Kolikant 和 Ma'ayan 的第二篇文章使用了一个小得多的分析单元，并采用了一项访谈研究来引起人们对从事编程任务的大学计算机科学专业一年级学生的互联网使用模式的关注以及他们的导师对学生的看法行为。正如作者所描述的，使用 Internet 解决新手程序员面临的问题在文献中有详细记录，因此了解他们面临的困难以及他们如何克服这些挑战是很重要的。有趣的是，作者在两个国家收集了数据，以消除当地文化和背景的任何偏见，因此提醒我们即使在小规模研究中也要意识到这些可能性的重要性。结果证实了先前相关研究的几个关键观察结果，但作者还通过比较教师和学生对这些问题的观点来扩展这些发现。通过开放分析以考虑课堂中的多种观点，他们为研究界提供了更完整的现象图景。Pantic 和她的同事邀请我们在第三篇文章中探索一组年轻得多的学习者。他们对中学生（9-14 岁）的刻板印象进行了定性分析，这些刻板印象以自由形式的图画和想象中的计算机科学家的描述进行编码。从方法论上来说，这项工作借鉴了使用这种“画画”技术来揭示年轻学习者所持有的概念的丰富历史，并建立在我们对其在计算机科学中的用途的理解的基础上，特别是考虑到最近越来越多地接触早期计算机科学 (CS) 的趋势经验。他们的工作突出了计算机科学教育 2018，VOL。28，没有。3, 189–190 https://doi.org/10.1080/08993408.2018.1546471