Using Student Performance to Assess CS Unplugged Activities in a Classroom Environment
Using Student Performance to Assess CS Unplugged Activities in a Classroom Environment
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利用学生的表现来评估课堂环境中的计算机科学不插电活动
DOI：
10.1145/2899415.2899465
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
T. Camp
中科院分区：
文献类型：
--
作者：
B. Rodriguez;C. Rader;T. Camp
计算机科学不插电活动已被证明是成功的提高学生对计算机科学的兴趣时，用于外展和课后活动。关于将这些课外活动调整到课堂环境中使用的研究较少，因为课堂环境中有更多的学生，活动必须支持教育目标，而不仅仅是改变态度。我们描述了我们的工作，在更新现有的几个CS不插电活动，以及引入一些新的活动，在美国中学课堂上使用。使用CS不插电活动时的一个挑战是确定学生正在学习什么（如果有的话）。在本文中，我们详细介绍了一种方法，将更新的活动与计算思维技能联系起来，然后将其与学生说明他们的理解相结合。
Computer Science Unplugged activities have been shown to be successful in increasing student interest in computer science when used in outreach and after school events. There is less research available on adapting these extra-curricular activities for use in a classroom setting, where there are more students and the activities must support educational goals, not just changes in attitude. We describe our work in updating several existing CS Unplugged activities as well as introducing some new activities for use in an American middle school classroom. One challenge when using CS Unplugged activities is to determine what, if anything, students are learning. In this paper we detail one approach that links the updated activities to computational thinking skills, then incorporates worksheets where students illustrate their understanding.