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Searching for Barriers to Learning Iteration and Runtime in Computer Science

Authors:

Philipp Shah,

Dino Capovilla,

Peter HubwieserAuthors Info & Claims

WiPSCE '15: Proceedings of the Workshop in Primary and Secondary Computing Education

Pages 73 - 75

https://doi.org/10.1145/2818314.2818326

Published: 09 November 2015 Publication History

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Abstract

The knowledge about misconceptions of programming beginners can help the instructors to improve their lessons and exercises and to eliminate barriers to learning. However, there is not much research about learning barriers, like misconceptions, in computer science education. This paper explains the goals and first results of our survey in this area. We interviewed 60 students in a pretest and 110 students in a test [8] to observe whether misconceptions about iterations and runtime are following underlying intuitive rules. Our results are verifying an underlying rule and unveiling two new misconceptions, which -- to the best of the authors' knowledge - have not been mentioned in literature yet. The results could help teachers to prevent learners' misconceptions.

References

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Ragonis, N., Ben-Ari, M., 2005. A long-term investigation of the comprehension of OOP concepts by novices. Computer Science Education, 15(3), 203--221. DOI= http://dx.doi.org/10.1080/08993400500224310

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Schiek, D. 2014. The Written Interview in Qualitative Social Research. Zeitschrift für Soziologie, 43(5), 379--395.

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Cited By

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Mirolo CIzu CScapin E(2020)High-school students' mastery of basic flow-control constructs through the lens of reversibilityProceedings of the 15th Workshop on Primary and Secondary Computing Education10.1145/3421590.3421603(1-10)Online publication date: 28-Oct-2020
https://dl.acm.org/doi/10.1145/3421590.3421603
Vahrenhold JCutts QFalkner K(2019)Schools (K–12)The Cambridge Handbook of Computing Education Research10.1017/9781108654555.019(547-583)Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555.019
(2019)The Cambridge Handbook of Computing Education Research10.1017/9781108654555Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555
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Index Terms

Searching for Barriers to Learning Iteration and Runtime in Computer Science
1. Applied computing
  1. Enterprise computing
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. Computing education programs
        Computer science education

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Information

Published In

WiPSCE '15: Proceedings of the Workshop in Primary and Secondary Computing Education

November 2015

149 pages

ISBN:9781450337533

DOI:10.1145/2818314

Conference Chairs:
Judith Gal-Ezer
The Open University of Israel
,
Sue Sentance
King's College London & Computing At School
,
Jan Vahrenhold
Westfälische Wilhelms-Universität Münster

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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King's College London: King's College London
ACM: Association for Computing Machinery

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Association for Computing Machinery

New York, NY, United States

Publication History

Published: 09 November 2015

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Short-paper
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WiPSCE '15

WiPSCE '15: Workshop in Primary and Secondary Computing Education

November 9 - 11, 2015

London, United Kingdom

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Overall Acceptance Rate 104 of 279 submissions, 37%

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Cited By

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Mirolo CIzu CScapin E(2020)High-school students' mastery of basic flow-control constructs through the lens of reversibilityProceedings of the 15th Workshop on Primary and Secondary Computing Education10.1145/3421590.3421603(1-10)Online publication date: 28-Oct-2020
https://dl.acm.org/doi/10.1145/3421590.3421603
Vahrenhold JCutts QFalkner K(2019)Schools (K–12)The Cambridge Handbook of Computing Education Research10.1017/9781108654555.019(547-583)Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555.019
(2019)The Cambridge Handbook of Computing Education Research10.1017/9781108654555Online publication date: 15-Feb-2019
https://doi.org/10.1017/9781108654555
Dorn NBerges MCapovilla DHubwieser PMühling ACutts Q(2018)Talking at cross purposesProceedings of the 13th Workshop in Primary and Secondary Computing Education10.1145/3265757.3265769(1-4)Online publication date: 4-Oct-2018
https://dl.acm.org/doi/10.1145/3265757.3265769
Shah PBerges MHubwieser P(2017)Qualitative Content Analysis of Programming ErrorsProceedings of the 5th International Conference on Information and Education Technology10.1145/3029387.3029399(161-166)Online publication date: 10-Jan-2017
https://dl.acm.org/doi/10.1145/3029387.3029399
Shah PHubwieser P(2017)Teaching sequence diagrams to programming beginners: And the change of algorithmic conceptions2017 IEEE Global Engineering Education Conference (EDUCON)10.1109/EDUCON.2017.7942863(307-310)Online publication date: Apr-2017
https://doi.org/10.1109/EDUCON.2017.7942863
Berges MStriewe MShah PGoedicke MHubwieser P(2016)Towards Deriving Programming Competencies from Student Errors2016 International Conference on Learning and Teaching in Computing and Engineering (LaTICE)10.1109/LaTiCE.2016.6(19-23)Online publication date: Mar-2016
https://doi.org/10.1109/LaTiCE.2016.6

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