scholarly journals All Advanced Placement (AP) Computer Science is Not Created Equal: A Comparison of AP Computer Science A and Computer Science Principles

2019 ◽  
Author(s):  
Douglas D. Havard ◽  
Keith E. Howard
Keyword(s):  
Computer Science ◽  
Advanced Placement ◽  
Minimum Standard ◽  
Viable Option ◽  
Science Study ◽  
Course Content ◽  
Structural Differences ◽  
Programming Skills ◽  
Learning Programming ◽  
Learning Analysis

This article compares the two most prominent courses of Advanced Placement (AP) computer science study offered throughout 9-12 grades in the U.S. The structure, guidelines, components, and exam formats of the traditional AP Computer Science A course and the relatively newer AP Computer Science Principles course were compared to examine differences in content and emphases. A depth-of-learning analysis was conducted employing Bloom’s Revised Taxonomy to examine potential differences in rigor and challenge represented by the two options, particularly as it relates to acquiring computer programming proficiency. Analyses suggest structural differences in both course content and end-of-course exam components likely result in less depth and rigor in the new Computer Science Principles course as compared to the Computer Science A course. A lower minimum standard for learning programming skills in the Computer Science Principles course was observed, making it a less viable option for students looking to acquire skills transferable to future computer science study or employment. The potential implications for students choosing the new course over the traditional offering, as well as for schools opting for the new course as its sole or primary offering are discussed.

A Phenomenographic Analysis of College Students’ Conceptions of and Approaches to Programming Learning: Insights From a Comparison of Computer Science and Non-Computer Science Contexts

2021 ◽  
pp. 073563312199595
Author(s):  
Te-Lien Chou ◽  
Kai-Yu Tang ◽  
Chin-Chung Tsai
Keyword(s):  
College Students ◽  
Computer Science ◽  
Learning Outcomes ◽  
Approaches To Learning ◽  
Digital Age ◽  
Conceptions Of Learning ◽  
Community Interactions ◽  
Learning Programming ◽  
Northern Taiwan ◽  
Rote Memory

Programming learning has become an essential literacy for computer science (CS) and non-CS students in the digital age. Researchers have addressed that students’ conceptions of learning influence their approaches to learning, and thus impact their learning outcomes. Therefore, we aimed to uncover students’ conceptions of programming learning (CoPL) and approaches to programming learning (APL), and analyzed the differences between CS and non-CS students. Phenomenographic analysis was adopted to analyze 31 college students (20 CS-related, and 11 not) from northern Taiwan. Results revealed six categories of CoPL hierarchically: 1. memorizing concepts, logic, and syntax, 2. computing and practicing programming writing, 3. expressing programmers’ ideas and relieving pressure, 4. applying and understanding, 5. increasing one’s knowledge and improving one’s competence, and 6. seeing in a new way. Four categories of APL were also found, namely: 1. copying from the textbook, teachers, or others, 2. rote memory, 3. multiple exploration attempts, and 4. online or offline community interactions. Furthermore, we found that most CS students held higher level CoPL (e.g., seeing in a new way) than non-CS students. However, compared with non-CS students, CS students adopted more surface approaches to learning programming, such as copying and rote memory. Implications are discussed.

FORTRAN: a viable option for the introductory computer science course

1987 ◽  
Vol 22 (3) ◽  
pp. 102-110
Author(s):  
T A LePera ◽  
H E Donley
Keyword(s):  
Computer Science ◽  
Viable Option ◽  
Introductory Computer Science

Changes in the advanced placement computer science course

1995 ◽  
Vol 27 (1) ◽  
pp. 374-375 ◽  
Author(s):  
Christopher H. Nevison ◽  
Joe Kmoch ◽  
Robert E. Noonan ◽  
Tim Corica ◽  
Sarah Fix ◽  
...  
Keyword(s):  
Computer Science ◽  
Advanced Placement

Java Application Development Based on Requirement-Driven

2013 ◽  
Vol 427-429 ◽  
pp. 2354-2358
Author(s):  
Guan Lin Chen ◽  
Hui Yao ◽  
Wen Yong Weng
Keyword(s):  
Computer Science ◽  
Application Development ◽  
Java Application ◽  
Programming Skills ◽  
New Framework

In order to improve Java developing skills, a new framework of Java development in computer science specialty is proposed in this paper. It emphasizes on constructing the specialty orientation of Java application development based on requirement-driven, designing the application-oriented curriculum system, and implementing the multi-dimensional practical methods. Practice shows that the framework is efficient and helpful to enhance the students programming skills and strengthen their employment ability.

scholarly journals Design and Implementation of an IDE for Learning Programming Languages Using a Gamification Service

2017 ◽  
pp. 295-308 ◽  
Author(s):  
José Carlos Paiva ◽  
José Paulo Leal ◽  
Ricardo Alexandre Peixoto de Queirós
Keyword(s):  
Programming Languages ◽  
Online Courses ◽  
Massive Open Online Courses ◽  
Development Environment ◽  
Integrated Development ◽  
Course Content ◽  
Single Sign On ◽  
Design And Implementation ◽  
Architecture And Design ◽  
Learning Programming

This chapter presents the architecture and design of Enki, an Integrated Development Environment (IDE) for learning programming languages on Massive Open Online Courses (MOOCs). This environment can be used as a tool by a Learning Management System (LMS) and a typical LMS such as Moodle can launch it using the Learning Tool Interoperability (LTI) API. Student authentication tokens are passed via LTI, thus integrating Enki in the single sign-on domain of the academic institution. The proposed tool has a web user interface similar to those of reference IDEs, where the learner has access to different integrated tools, from viewing tutorial videos, to solving programming exercises that are automatically evaluated. Enki uses several gamification strategies to engage learners, including generic gamifications services provided by Odin and the sequencing of educational resources. The course content (videos, PDFs, programming exercises) is progressively disclosed to the learner as he successfully completes exercises. This is similar to what happens in a game, where new levels are unlocked as the previous are completed, thus contributing to the sense of achievement.

3D TECHNOLOGY AS AN INNOVATIVE FACTOR IN EDUCATIONAL RESEARCH FOR COMPUTER SCIENCE STUDY

2016 ◽  
Author(s):  
Maria Skublewska-Paszkowska ◽  
Edyta Lukasik ◽  
Jakub Smolka
Keyword(s):  
Computer Science ◽  
Educational Research ◽  
Science Study ◽  
3D Technology

Two Case Studies of Online Discussion Use in Computer Science Education

2020 ◽  
pp. 409-434
Author(s):  
Gokce Akcayir ◽  
Zhaorui Chen ◽  
Carrie Demmans Epp ◽  
Velian Pandeliev ◽  
Cosmin Munteanu
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Mixed Methods Research ◽  
Online Discussion ◽  
Online Discussions ◽  
Asynchronous Discussion ◽  
The Other ◽  
Course Content ◽  
Integration Strategies ◽  
Deep Integration

In this chapter, two cases that include computer science (CS) instructors' integration of an online discussion platform (Piazza) into their courses were examined. More specifically, the instructors' perspectives and role in these cases were explored to gain insight that might enable further improvements. Employing a mixed methods research design, these cases were investigated with text mining and qualitative data analysis techniques with regard to instructors' integration strategies and students' reactions to them. The results of the study showed that among these cases, one entailed a deep integration (Case 1) and the other a shallow one (Case 2). Instructors' presence and guidance through their posting behaviors had a bigger effect than the nature of the course content. Additionally, TA support in online discussions helped address the limitations of the asynchronous discussion when the TAs had the maturity to only respond to questions for which they were adequately prepared.

scholarly journals Teaching Programming to Students with Vision Impairment: Impact of Tactile Teaching Strategies on Student’s Achievements and Perceptions

2020 ◽  
Vol 12 (13) ◽  
pp. 5320
Author(s):  
Hind Alotaibi ◽  
Hend S. Al-Khalifa ◽  
Duaa AlSaeed
Keyword(s):  
Sustainable Development ◽  
Computer Science ◽  
Learning Opportunities ◽  
Vision Impairment ◽  
Abstract Concepts ◽  
Final Project ◽  
Positive Attitudes ◽  
Technical Issues ◽  
Development Goals ◽  
Learning Programming

The United Nations (UN) 2030 agenda involved 17 Sustainable Development Goals (SDGs) to achieve a better and more sustainable world for all. The fourth Sustainable Development Goal called for “ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all”. Despite international efforts to achieve such a goal, many students with vision impairment (VI) who wish to pursue a degree in computer science face significant challenges and must overcome social and technical obstacles. One challenge is learning how to program as a key skill for pursuing a degree in the field of computer science. This paper explores practical issues in teaching students with VI the basics of programming and presents recommended practices based on a suggested workshop setup. The workshop ran for three weeks, for a total of 60 teaching hours, and involved designing and implementing complete curricula and multi-modal activities to simplify the acquisition of basic programming concepts. Workshop data was collected using several data collection methods—i.e., interviews, observation, questionnaires, performance records, and daily journals. The results indicated an improvement in participants’ programming skills, which was detected through their performance records and final project evaluations. The participants also showed a high interest in learning programming and positive attitudes towards the experience. However, the participants’ experience also involved some challenges such as understanding abstract concepts, code navigation, and some technical issues. The study is hoped to contribute to the literature on education inclusion and to bridge the digital divide in our society.

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