The role of computational thinking in introductory computer science
- Authors: Gouws, Lindsey Ann
- Date: 2014
- Subjects: Computer science , Computational complexity , Problem solving -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4690 , http://hdl.handle.net/10962/d1011152 , Computer science , Computational complexity , Problem solving -- Study and teaching
- Description: Computational thinking (CT) is gaining recognition as an important skill for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course, and there is little consensus on what exactly CT entails and how to teach and evaluate it. This research addresses the lack of resources for integrating CT into the introductory computer science curriculum. The question that we aim to answer is whether CT can be evaluated in a meaningful way. A CT framework that outlines the skills and techniques comprising CT and describes the nature of student engagement was developed; this is used as the basis for this research. An assessment (CT test) was then created to gauge the ability of incoming students, and a CT-specfic computer game was developed based on the analysis of an existing game. A set of problem solving strategies and practice activities were then recommended based on criteria defined in the framework. The results revealed that the CT abilities of first year university students are relatively poor, but that the students' scores for the CT test could be used as a predictor for their future success in computer science courses. The framework developed for this research proved successful when applied to the test, computer game evaluation, and classification of strategies and activities. Through this research, we established that CT is a skill that first year computer science students are lacking, and that using CT exercises alongside traditional programming instruction can improve students' learning experiences.
- Full Text:
- Date Issued: 2014
- Authors: Gouws, Lindsey Ann
- Date: 2014
- Subjects: Computer science , Computational complexity , Problem solving -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4690 , http://hdl.handle.net/10962/d1011152 , Computer science , Computational complexity , Problem solving -- Study and teaching
- Description: Computational thinking (CT) is gaining recognition as an important skill for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course, and there is little consensus on what exactly CT entails and how to teach and evaluate it. This research addresses the lack of resources for integrating CT into the introductory computer science curriculum. The question that we aim to answer is whether CT can be evaluated in a meaningful way. A CT framework that outlines the skills and techniques comprising CT and describes the nature of student engagement was developed; this is used as the basis for this research. An assessment (CT test) was then created to gauge the ability of incoming students, and a CT-specfic computer game was developed based on the analysis of an existing game. A set of problem solving strategies and practice activities were then recommended based on criteria defined in the framework. The results revealed that the CT abilities of first year university students are relatively poor, but that the students' scores for the CT test could be used as a predictor for their future success in computer science courses. The framework developed for this research proved successful when applied to the test, computer game evaluation, and classification of strategies and activities. Through this research, we established that CT is a skill that first year computer science students are lacking, and that using CT exercises alongside traditional programming instruction can improve students' learning experiences.
- Full Text:
- Date Issued: 2014
An evaluation of programming assistance tools to support the learning of IT programming: a case study in South African secondary schools
- Authors: Koorsse, Melisa
- Date: 2012
- Subjects: Computer science , Computer literacy , Computer programming
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10472 , http://hdl.handle.net/10948/d1010581 , Computer science , Computer literacy , Computer programming
- Description: Worldwide, there is a decline in interest in the computer science profession and in the subject at secondary school level. Novice programmers struggle to understand introductory programming concepts and this difficulty of learning to program is contributing to the lack of interest in the field of computer science. Information Technology (IT) learners in South African secondary schools are novice programmers, introduced to introductory programming concepts in the subject which also includes topics on hardware and system software, e-communication, social and ethical issues, spreadsheets and databases. The difficulties faced by IT learners are worsened by the lack of suitably qualified teachers, a saturated learning programme that allocates very little time to the understanding of complex programming concepts and limited class time where practical examples can be implemented with the support of the IT teacher. This research proposes that IT learners could be supported by a programming assistance tool (PAT). A PAT is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. PATs use different techniques to assist novice programmers. The main objective of this research was to determine whether the use of a PAT impacted IT learners’ understanding of programming concepts and motivation towards programming. The literature study and feedback from IT learners and teachers were used to identify novice programming difficulties and IT learner programming difficulties, respectively. Selection criteria were derived from the programming difficulties identified. The selection criteria were grouped into three categories, namely, programming concepts, programming knowledge and programming skills. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected as suitable for use by IT learners. RoboMind was adapted in this research study, allowing it to support the Delphi programming language. The three PATs were evaluated by participating IT learners at four schools. The findings of this research provided no conclusive evidence that IT learners who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than learners who did not use a PAT. IT learner feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of PATs specifically to support IT learners. This research study has provided several theoretical and practical contributions, including the research design, selection criteria, adaptations to RoboMind and the evaluation of the three PATs. In addition, IT teachers and learners have been made aware of PATs and the support that can be provided by these PATs. IT teachers have also been provided with a means of selecting PATs applicable to the IT curriculum. All the research contributions have formed the basis for future work, such as improving and extending RoboMind’s functionality and support of programming concepts, the refinement of the selection criteria and, ultimately, the development of a new PAT, specifically designed to support IT learner understanding of programming concepts and motivation towards programming.
- Full Text:
- Date Issued: 2012
- Authors: Koorsse, Melisa
- Date: 2012
- Subjects: Computer science , Computer literacy , Computer programming
- Language: English
- Type: Thesis , Doctoral , PhD
- Identifier: vital:10472 , http://hdl.handle.net/10948/d1010581 , Computer science , Computer literacy , Computer programming
- Description: Worldwide, there is a decline in interest in the computer science profession and in the subject at secondary school level. Novice programmers struggle to understand introductory programming concepts and this difficulty of learning to program is contributing to the lack of interest in the field of computer science. Information Technology (IT) learners in South African secondary schools are novice programmers, introduced to introductory programming concepts in the subject which also includes topics on hardware and system software, e-communication, social and ethical issues, spreadsheets and databases. The difficulties faced by IT learners are worsened by the lack of suitably qualified teachers, a saturated learning programme that allocates very little time to the understanding of complex programming concepts and limited class time where practical examples can be implemented with the support of the IT teacher. This research proposes that IT learners could be supported by a programming assistance tool (PAT). A PAT is a software program that can be used by novice programmers to learn how to program and/or improve their understanding of programming concepts. PATs use different techniques to assist novice programmers. The main objective of this research was to determine whether the use of a PAT impacted IT learners’ understanding of programming concepts and motivation towards programming. The literature study and feedback from IT learners and teachers were used to identify novice programming difficulties and IT learner programming difficulties, respectively. Selection criteria were derived from the programming difficulties identified. The selection criteria were grouped into three categories, namely, programming concepts, programming knowledge and programming skills. Existing PATs were evaluated using the selection criteria and three PATs, namely, RoboMind, Scratch and B#, were selected as suitable for use by IT learners. RoboMind was adapted in this research study, allowing it to support the Delphi programming language. The three PATs were evaluated by participating IT learners at four schools. The findings of this research provided no conclusive evidence that IT learners who used a PAT had a significantly better understanding of programming concepts and motivation towards programming than learners who did not use a PAT. IT learner feedback was used to identify the strengths and shortcomings of the three PATs and to provide recommendations for the development of PATs specifically to support IT learners. This research study has provided several theoretical and practical contributions, including the research design, selection criteria, adaptations to RoboMind and the evaluation of the three PATs. In addition, IT teachers and learners have been made aware of PATs and the support that can be provided by these PATs. IT teachers have also been provided with a means of selecting PATs applicable to the IT curriculum. All the research contributions have formed the basis for future work, such as improving and extending RoboMind’s functionality and support of programming concepts, the refinement of the selection criteria and, ultimately, the development of a new PAT, specifically designed to support IT learner understanding of programming concepts and motivation towards programming.
- Full Text:
- Date Issued: 2012
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