Evaluating the effectiveness of a new instructional approach

Moskal, Barbara M.; Lurie, Deborah; Cooper, Stephen

doi:10.1145/971300.971328

Cited by 110 publications

(75 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…There is thus a need for more objective formative assessment instruments that can illuminate student understanding of specific computing concepts. Moskal, Lurie, and Cooper (2004) developed a multiple-choice instrument for measuring learning of Alice programming concepts, but it has not been used to measure student learning in K-12 settings.…”

Section: Rigor In Assessment Of Ct Skillsmentioning

confidence: 99%

Designing for deeper learning in a blended computer science course for middle school students

Grover

Pea

Cooper

2015

Computer Science Education

Self Cite

326

148

View full text Add to dashboard Cite

The focus of this research was to create and test an introductory computer science course for middle school. Titled "Foundations for Advancing Computational Thinking" (FACT), the course aims to prepare and motivate middle school learners for future engagement with algorithmic problem solving. FACT was also piloted as a seven-week course on Stanford's OpenEdX MOOC platform for blended in-class learning. Unique aspects of FACT include balanced pedagogical designs that address the cognitive, interpersonal, and intrapersonal aspects of "deeper learning"; a focus on pedagogical strategies for mediating and assessing for transfer from block-based to text-based programming; curricular materials for remedying misperceptions of computing; and "systems of assessments" (including formative and summative quizzes and tests, directed as well as open-ended programming assignments, and a transfer test) to get a comprehensive picture of students' deeper computational learning. Empirical investigations, accomplished over two iterations of a design-based research effort with students (aged 11-14 years) in a public school, sought to examine student understanding of algorithmic constructs, and how well students transferred this learning from Scratch to text-based languages. Changes in student perceptions of computing as a discipline were measured. Results and mixed-method analyses revealed that students in both studies (1) achieved substantial learning gains in algorithmic thinking skills, (2) were able to transfer their learning from Scratch to a text-based programming context, and (3) achieved significant growth toward a more mature understanding of computing as a discipline. Factor analyses of prior computing experience, multivariate regression analyses, and qualitative analyses of student projects and artifact-based interviews were conducted to better understand the factors affecting learning outcomes. Prior computing experiences (as measured by a pretest) and math ability were found to be strong predictors of learning outcomes.

show abstract

Section: Rigor In Assessment Of Ct Skillsmentioning

confidence: 99%

Designing for deeper learning in a blended computer science course for middle school students

Grover

Pea

Cooper

2015

Computer Science Education

Self Cite

326

148

View full text Add to dashboard Cite

show abstract

“…A variety of programming environments have been used to teach entry level programming ( [4], [5], [6]). Some of them e.g., Alice, Scratch, Greenfoot, Lego Mindstorms, App Inventor for Android, manage to engage students and improve their attitudes towards Computer Science and Computer Engineering ( [7], [8], [9], [10], [11]). …”

Section: Introductionmentioning

confidence: 99%

Transition in student motivation during a scratch and an app inventor course

Nikou

Economides

2014

2014 IEEE Global Engineering Education Conference (EDUCON)

View full text Add to dashboard Cite

Considering the declining enrolling in computing fields and the increasing demand in STEM disciplines, innovative methods should be employed to attract students in computing disciplines. MIT Scratch and App Inventor for Android visual programming environments are two such approaches. This is a comparative study to investigate any differences in the transition of students' motivation to learn programming using Scratch and App Inventor for Android in K-12 educational settings. Intrinsic goal orientation, task value, control of learning beliefs and self efficacy were found to be increased using these two entry-level learning programming environments from the beginning to the middle of the course. No effect on extrinsic motivation was found. Evaluating the transition in motivation throughout the whole course period for both environments (work in progress) will have an impact on educators to retain students' interest in programming and improve their attitudes towards computing.

show abstract

“…In this sense, a considerable number of tools destined for helping novice to learn programming have been developed e.g. Alice [5], Jeroo [6], JPie [7], Iconic Programmer [8]. Unfortunately, these tools avoided algorithmic and its problems to devote to programming [9] [10].…”

Section: Introductionmentioning

confidence: 99%

ALGO+, an assessment tool for algorithmic competencies

Bey

Bensebaa

2011

2011 IEEE Global Engineering Education Conference (EDUCON)

View full text Add to dashboard Cite

Many systems for learning programming have been developed in view of learning programming is difficult. Unfortunately, a few tools for learning algorithmic have been developed. In this paper, we present Algo+, a tool based on Information and Communications Technology (ICT), to assess algorithmic competencies. Its pedagogical aim is purchasing algorithmic competencies, analyzing ability and refinement steps strategy to resolve a problem. Algo+ gives a problem to learner and let him/her resolve it graphically in terms of basic and elementary operations (operation well known in algorithmic) using the refinement steps strategy. After constructing solution, the last one is submitted to, not only a formative and diagnostic assessment (a formative feedback) but also a summative assessment. The role of this tool is to assess algorithmic skills and to make an evolutionary base of pedagogical errors for reusing it to enhancing the student's problem solving abilities.

show abstract

Evaluating the effectiveness of a new instructional approach

Cited by 110 publications

References 16 publications

Designing for deeper learning in a blended computer science course for middle school students

Designing for deeper learning in a blended computer science course for middle school students

Transition in student motivation during a scratch and an app inventor course

ALGO+, an assessment tool for algorithmic competencies

Contact Info

Product

Resources

About