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  • Elementary Students’ Understanding of CS Terms
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-06-16
    Jessica Vandenberg; Jennifer Tsan; Danielle Boulden; Zarifa Zakaria; Collin Lynch; Kristy Elizabeth Boyer; Eric Wiebe

    The language and concepts used by curriculum designers are not always interpreted by children as designers intended. This can be problematic when researchers use self-reported survey instruments in concert with curricula, which often rely on the implicit belief that students’ understanding aligns with their own. We report on our refinement of a validated survey to measure upper elementary students’

    更新日期:2020-06-30
  • The Effects of Computer Science Stereotypes and Interest on Middle School Boys’ Career Intentions
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-06-16
    Remy Dou; Karina Bhutta; Monique Ross; Laird Kramer; Vishodana Thamotharan

    Like other STEM fields, computer science (CS) lacks representation of minorities, such as Black and Hispanic individuals, both in the number of bachelor’s degrees obtained and the number of individuals in the CS workforce. Out-of-school CS programs are often designed with the intent to inspire young people to pursue careers in CS. Much of this programming focuses on developing student interest in CS

    更新日期:2020-06-30
  • Methods in Teaching Computer Networks: A Literature Review
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-06-16
    Marina Prvan; Julije OžEGOVIć

    This article provides a survey of methods and paradigms for teaching Computer Networks (CN). Since the theoretical concepts are rather abstract in this subject, and students often find them too technical and difficult to understand, many authors attempt to answer the question on how to improve students’ motivation and interest for the complex teaching material of CN. In this work, we follow a rigorous

    更新日期:2020-06-30
  • SQL education: A systematic mapping study and future research agenda
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-05-05
    Toni Taipalus; Ville Seppänen

    Structured Query Language (SQL) skills are crucial in software engineering and computer science. However, teaching SQL effectively requires both pedagogical skill and considerable knowledge of the language. Educators and scholars have proposed numerous considerations for the betterment of SQL education, yet these considerations may be too numerous and scattered among different fora for educators to

    更新日期:2020-05-05
  • The Impact of Gamification on Learning Outcomes of Computer Science Majors
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-04-30
    Adnan Ahmad; Furkh Zeshan; Muhammad Salman Khan; Rutab Marriam; Amjad Ali; Alia Samreen

    Gamification is the use of game elements in domains other than games. Gamification use is often suggested for difficult activities because it enhances users’ engagement and motivation level. Due to such benefits, the use of gamification is also proposed in education environments to improve students’ performance, engagement, and satisfaction. Computer science in higher education is a tough area of study

    更新日期:2020-04-30
  • The Association of High School Computer Science Content and Pedagogy with Students’ Success in College Computer Science
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-04-24
    Heidi Burgiel; Philip M. Sadler; Gerhard Sonnert

    The number of computer science (CS) courses has been dramatically expanding in U.S. high schools (HS). In comparison with well-established courses in mathematics and science, little is known about how the decisions made by HS CS teachers regarding how and what to teach impact student performance later in introductory college CS courses. Drawing on a large sample of 2,871 introductory college CS students

    更新日期:2020-04-24
  • Understanding the Motivations of Final-year Computing Undergraduates for Considering Accessibility
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-04-19
    Paula Conn; Taylor Gotfrid; Qiwen Zhao; Rachel Celestine; Vaishnavi Mande; Kristen Shinohara; Stephanie Ludi; Matt Huenerfauth

    We investigate the degree to which undergraduate computing students in a United States university consider accessibility several years after instruction. Prior work has found that cultural and ethical norms become ingrained early in STEM professionals’ careers; so, we focus on students approaching graduation and after an internship experience, who are just getting started in their career. In semi-structured

    更新日期:2020-04-19
  • Factors Considered in the Assessment of Computer Science Engineering Capstone Projects and Their Influence on Discrepancies Between Assessors
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-03-30
    César Domínguez; Arturo Jaime; Francisco J. García-Izquierdo; Juan J. Olarte

    A capstone project is an extensive learning experience traditionally developed during a student's final academic year. Assessing such a complex assignment involves several challenges and is usually based upon the evaluations of at least two different people: the capstone project advisor, and one or more other assessors. Quantitative studies comparing only different assessors' grades and qualitative

    更新日期:2020-03-30
  • The Intersection of Being Black and Being a Woman
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-02-24
    Monique Ross; Zahra Hazari; Gerhard Sonnert; Philip Sadler

    Computer science (CS) has been identified as one of the fastest-growing professions, with demand for CS professionals far outpacing the supply of CS graduates. The necessity for a trained CS workforce has compelled industry and academia to evaluate strategies for broadening participation in CS. The current literature in CS education emphasizes the importance of social relationships and supports for

    更新日期:2020-02-24
  • An Incremental Mindset Intervention Increases Effort During Programming Activities but Not Performance
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-02-06
    Jakeline G. Celis Rangel; Melissa King; Kasia Muldner

    Learning to program requires perseverance, practice, and the mindset that programming skills are improved through these activities (i.e., that everyone has the potential to become good at programming). In contrast to an entity mindset, individuals with an incremental mindset believe that ability is malleable and can be improved with effort. Prior research shows that an incremental mindset can be promoted

    更新日期:2020-02-06
  • Small but Powerful
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-02-06
    Michael T. Rücker; Wouter R. van Joolingen; Niels Pinkwart

    Enabling students to recognize and evaluate the ubiquitous impact of computing technology on society is an internationally proclaimed goal of a K-12 computing education. To that end, students need to actually engage with their computing knowledge in concrete everyday situations. From the perspectives of learning transfer and variation theory, we conducted three iterations of a classroom intervention

    更新日期:2020-02-06
  • Computational Sophistication of Games Programmed by Children
    ACM Trans. Comput. Educ. (IF 1.721) Pub Date : 2020-02-06
    Linda Werner; Jill Denner; Shannon Campe; David M. Torres

    This article builds on prior work that aims to measure computational learning (CL) during middle school. Since game computational sophistication (GCS) has been used as a proxy for a student’s engagement in CL we build on their model to more completely describe the relationship between different types of building blocks of computer games and GCS. In doing so, we present a single quantitative measurement

    更新日期:2020-02-06
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