Classifying computing education papers

Simón,; Carbone, Angela; Raadt, Michael de; Lister, Raymond; Hamilton, Margaret; Sheard, Judy

doi:10.1145/1404520.1404536

Cited by 40 publications

(24 citation statements)

References 21 publications

(17 reference statements)

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“…Simon et al [25,27] presented a more elaborate classification scheme that categorizes research by identifying the curricular context in which the research is conducted, the theme of the research within that context, the scope of the work, and the nature of the research setting. The system has been applied to nearly 600 papers from four computing education conferences and one journal over the years 2000-2007; see Simon [26] and the references in that paper.…”

Section: Related Workmentioning

confidence: 99%

Theoretical underpinnings of computing education research

Malmi

Sheard

Simón

et al. 2014

Proceedings of the Tenth Annual Conference on International Computing Education Research

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102

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We analyze the Computing Education Research (CER) literature to discover what theories, conceptual models and frameworks recent CER builds on. This gives rise to a broad understanding of the theoretical basis of CER that is useful for researchers working in that area, and has the potential to help CER develop its own identity as an independent field of study.Our analysis takes in seven years of publications (2005)(2006)(2007)(2008)(2009)(2010)(2011) 308 papers) in three venues that publish long research papers in computing education: the journals ACM Transactions of Computing Education (TOCE) and Computer Science Education (CSEd), and the conference International Computing Education Research Workshop (ICER). We looked at the theoretical background works that are used or extended in the papers, not just referred to when describing related work. These background works include theories, conceptual models and frameworks. For each background work we tried to identify the discipline from which it originates, to gain an understanding of how CER relates to its neighboring fields. We also identified theoretical works originating within CER itself, showing that the field is building on its own theoretical works.Our main findings are that there is a great richness of work on which recent CER papers build; there are no prevailing theoretical or technical works that are broadly applied across CER; about half the analyzed papers build on no previous theoretical work, but a considerable share of these are building their own theoretical constructions. We discuss the significance of these findings for the whole field and conclude with some recommendations.

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Section: Related Workmentioning

confidence: 99%

Theoretical underpinnings of computing education research

Malmi

Sheard

Simón

et al. 2014

Proceedings of the Tenth Annual Conference on International Computing Education Research

Self Cite

102

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“…Table 1 displays the number of papers from each conference in each year, showing that the spread of these papers across the years is fairly even. The three international conferences each account for about a quarter of the papers -ICER because it has always had a high proportion of programming research papers [62] and SIGCSE and ITiCSE because they have so many papers, but the three regional conferences also make reasonable contributions. To help put these raw numbers in perspective, Table 2 shows what proportion of papers from each conference in each year we classified as research papers in the context of programming, and thus included in this analysis.…”

Section: Resultsmentioning

confidence: 99%

“…To filter the complete proceedings of these conferences we used two of the four dimensions of the classification scheme developed by Simon [60,61] and thoroughly tested for inter-rater reliability [62,65]. Selecting papers set in the context of a tertiary level programming subject 1 reduced the number of papers from 979 to 349.…”

Section: Research Approachmentioning

confidence: 99%

“…The classifications conducted by our team [60][61][62]65] have perhaps been the most broad-based, having been applied to the complete set of papers from some of the major computing education conferences. Simon's system classifies a paper according to its theme (what the paper is about), its context, its scope (the breadth of collaboration that it necessarily entailed), and its nature (experiment, study, analysis, report, or position/proposal).…”

Section: Introductionmentioning

confidence: 99%

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Analysis of research into the teaching and learning of programming

Sheard

Simon

Hamilton

et al. 2009

Proceedings of the Fifth International Workshop on Computing Education Research Workshop

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127

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This paper presents an analysis of research papers about programming education that were published in computing education conferences in the years 2005 to 2008. We employed Simon's classification scheme to identify the papers of interest from the ICER, SIGCSE, ITiCSE, ACE, Koli Calling and NACCQ conferences. Having identified the papers, we analyzed the type of data collected, whether the analysis was qualitative, quantitative, or mixed, and the aims and outcomes being reported. The greatest number of papers employed quantitative research methods, investigated the ability, aptitude, or understanding of students, and were based in single courses. The theme of the research and the type of study conducted vary across the conferences, indicating the different nature and role of each conference. Papers that investigated student learning of programming in terms of established theories or models of learning were not common, indicating an area of research that deserves more attention.

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“…A similar but more detailed approach has been applied to publications in computing education whereby a multi-dimensional taxonomy is used to classify research papers. Malmi et al [4] used 7 dimensions whereas Simon et al [12] in an earlier paper used 4.…”

Section: B Approaches To Bibliometric Analysismentioning

confidence: 99%

Tracking Engineering Education Research and Development

Williams

Neto

2012

Int. J. Eng. Ped.

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Abstract-In recent years, bibliometric analysis of publications has been receiving growing attention in engineering education research as an approach that can bring a number of benefits. In this paper two such forms, taxonomical analysis and citation analysis, are applied to papers from the first 2011 number of IEEE Transactions on Education (21 papers) and from the two 2011 numbers of the ASEEpublished Advances in Engineering Education (22 papers). In the former approach, seven taxonomical dimensions are used to characterize the papers and in the second the references cited in the 43 papers were studied so as to analyze how the researchers were informed by previous studies.The results suggest that the silo effect identified by Wankat for disciplinary engineering education journals in 2009 was still apparent in the IEEE Transactions on Education in 2011. The Advances in Engineering Education papers show a wide range of cited references, including reference disciplines outside of engineering education, and this suggests that research published there is likely to be informed by a broad range of previous studies which may be interpreted as a sign of a growing maturity of engineering education as a research discipline.

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Classifying computing education papers

Cited by 40 publications

References 21 publications

Theoretical underpinnings of computing education research

Theoretical underpinnings of computing education research

Analysis of research into the teaching and learning of programming

Tracking Engineering Education Research and Development

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