J. Philip East

Identifying student misconceptions of programming

Computing educators are often baffled by the misconceptions that their CS1 students hold. We need to understand these misconceptions more clearly in order to help students form correct conceptions. This paper describes one stage in the development of a concept inventory for Computing Fundamentals: investigation of student misconceptions in a series of core CS1 topics previously identified as both important and difficult. Formal interviews with students revealed four distinct themes, each containing many interesting misconceptions. Three of those misconceptions are detailed in this paper: two misconceptions about memory models, and data assignment when primitives are declared. Individual misconceptions are related, but vary widely, thus providing excellent material to use in the development of the CI. In addition, CS1 instructors are provided immediate usable material for helping their students understand some difficult introductory concepts.

In-person grading: an evaluative experiment

In this paper, we discuss in-person or face-to-face grading: what it is, a rationale for its use, our use of it, and an experiment we conducted to evaluate its use. While no statistically significant differences in instructional outcome effects were found, several interesting affective results were seen. Additionally, a number of research methodological suggestions arose from the study.

NCATE standards for preparation of secondary computer science teachers

This special session serves two purposes. It provides a progress report on the revision of the NCATE Standards for the Preparation of Secondary Computer Science Teachers and seeks input from computing education professionals on the proposed revisions. The Standards and their role in evaluating teacher preparation programs will be explained, the proposed revision discussed, and process for providing input explained.

Applying Software Design Methodology to Instructional Design.

The premise of this paper is that computer science has much to offer the endeavor of instructional improvement. Software design processes employed in computer science for developing software can be used for planning instruction and should improve instruction in much the same manner that design processes appear to have improved software. Techniques for examining the software development process can be applied to an examination of the instructional process. Furthermore, the computer science discipline is particularly well suited to these tasks. Thus, computer science can develop instructional design expertise for export to other disciplines to improve education in all disciplines and, eventually, at all levels.The premise of this paper is that computer science has much to offer the endeavor of instructional improvement. Software design processes employed in computer science for developing software can be used for planning instruction and should improve instruction in much the same manner that design processes appear to have improved software. Techniques for examining the software development process can be applied to an examination of the instructional process. Furthermore, the computer science discipline is particularly well suited to these tasks. Thus, computer science can develop instructional design expertise for export to other disciplines to improve education in all disciplines and, eventually, at all levels.

Improving computer architecture education through the use of questioning

Learning is not a spectator sport! Yet, the majority of classroom time is spent lecturing. While traditional lecture might be useful for disseminating information, textbooks and web pages already do that. Why spend valuable class time telling students what the book says. Students need to be more engaged than listening and note taking allow! In-class questioning can be very effective at actively engaging students. This paper provides some background information about questioning, supplies some process suggestions for those wishing to enhance their use of questions, and provides some Computer Architecture specific examples of questions.

Pattern-based programming in initial instruction (seminar)

Pattern-Based Programming Instruction (PBPI) is a theory-based approach to teaching programming that focusses on the nature of programming problems and their solutions rather than on the syntax and semantics of a language. Using PBPI encourages students to write good code; provides students with building blocks for designing larger programs; and allows instructors to teach programming process rather than language details.

ACM model high school computer science curriculum (abstract)

A task force of the Pre-College Committee of the Education Board of the ACM has been working on a proposal for a high school course in computer science since 1989. Three drafts have been distributed to reviewem throughout the country and the world. The task force identified seven areas to be included in such a course. The seven areas are: Algorithms Programming Languages Operating Systems and User Support Computer Architecture Social, Etilcal, and Professional Context Computer Applications Advanced Applications A list of topics is given for each area. These are divided into those essential for all coutxes, those recommended for inclusion but not essential, and optional topics. In addition, the task force recognized a spectrum of delivery methods, ranging from a concentration on applications to a concentration on intensive programming. The models include Applications based Breadth approach using applications and programming modules Breadth approach intenveaving applications, computer science topics, and programming Project development approach using a programming language Apprenticeship model Advanced placement (AP) computer science. Course descriptions and syllabi are included as appendices to the report. From the comments received from reviewers and those expressed at previous panels and workshops, the need for such a course seems clear. High school teachers in particular welcomed thk effort. However, the task force recognizes the barriers that may hinder the implementation of such a course and continues to work on solutions.

Teaching using off-the shelf on-line materials

The use of off-the-shelf on-line materials presents several challenges. In this session panelists report on their experiences in evaluating, installing and using such materials. Both positive and negative aspects of such use are discussed. The aim of the session is to provide useful information to those considering using (and those already using) on-line materials in their teaching. The session presents information in three mini-presentations, followed by a general discussion session.