Integrating Ethics into Introductory Programming Classes
Integrating Ethics into Introductory Programming Classes
复制标题
将道德规范融入编程入门课程
DOI：
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复制
发表时间：
2021
期刊：
影响因子：
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通讯作者：
Jason Zietz
中科院分区：
文献类型：
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作者：
Casey Fiesler;Mikhaila Friske;Natalie Garrett;Felix Muzny;Jessie J. Smith;Jason Zietz
越来越多的关注在计算中的道德考虑的作用，导致要求更大程度地整合这一关键主题到技术类，而不是孤立的计算道德类。这种整合的动机不仅是为了支持现场学习，而且还向学生强调，道德考虑是计算技术实践的固有组成部分。我们建议，逻辑的地方开始强调道德是在第一天的计算教育：在入门编程类。本文提出了一种将道德融入此类课程的方法：教授基本编程概念的作业（例如，条件或迭代），但与现实世界的道德困境或概念的上下文。我们报告了在多个入门编程课程中使用这种方法的经验，包括有关选择任务的详细信息，教师和助教的见解，以及对参加这些课程的学生子集的调查结果。基于这些经验，我们为未来的工作提供了初步计划，沿着一个路线图，供教师模仿我们的方法和克服他们可能面临的挑战的建议。
Increasing attention to the role of ethical consideration in computing has led to calls for greater integration of this critical topic into technical classes rather than siloed in standalone computing ethics classes. The motivation for such integration is not only to support in-situ learning, but also to emphasize to students that ethical consideration is inherently part of the technical practice of computing. We propose that the logical place to begin emphasizing ethics is on day one of computing education: in introductory programming classes. This paper presents one approach to ethics integration into such classes: assignments that teach basic programming concepts (e.g., conditionals or iteration) but are contextualized with real-world ethical dilemmas or concepts. We report on experiences with this approach in multiple introductory programming courses, including details about select assignments, insights from instructors and teaching assistants, and results from surveys of a subset of students who took these courses. Based on these experiences we provide preliminary plans for future work, along with a roadmap for instructors to emulate our approach and suggestions for overcoming challenges they might face.
剑桥分析之后的所有权、隐私和控制：态度和意识之间的关系
DOI：
10.1145/3313831.3376662
发表时间：
2020
期刊：
CHI '20: Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems
影响因子：
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作者：
Shipman, Frank M.;Marshall, Catherine C.
通讯作者：
Marshall, Catherine C.