Teachers’ Perceptions of Student Misconceptions in Introductory Programming
Teachers’ Perceptions of Student Misconceptions in Introductory Programming
复制标题
教师对学生在入门编程中的误解的看法
DOI：
--
复制
发表时间：
2019
影响因子：
4.8
通讯作者：
Yue Li
中科院分区：
文献类型：
--
作者：
Yizhou Qian;Susanne E. Hambrusch;Aman Yadav;Sarah Gretter;Yue Li
一个优秀的计算机科学教师需要了解学生在学习计算机科学时的常见误解。本研究探讨电脑教师对学生错误概念理解的一个方面：他们对学生与入门程式设计相关的错误概念的知觉。本研究中的知觉包括三个部分：教师对学生错误概念的知觉频率，教师对错误概念在学习中的重要性的知觉，以及教师对解决错误概念的信心。我们研究中的教师为高中学生教授了一门基于Python的CS课程。设计并实施了一项调查，以评估教师对学生错误概念的看法。研究结果显示，教师对学生错误概念的认知程度与其对错误概念的认知程度有关。我们还发现，一些潜在的误解可能会导致对低频的感知，因为它们更难被发现。此外，我们的研究发现，教师的学位和额外的计算培训与他们解决学生错误概念的信心呈正相关，额外的计算培训也与教师对学生错误概念的重要性的感知呈正相关。研究结果对未来CS教育的研究和实践的影响进行了讨论。
A quality computer science (CS) teacher needs to understand students’ common misconceptions in learning CS. This study explored one aspect of CS teachers’ understanding of student misconceptions: their perceptions of student misconceptions related to introductory programming. Perceptions in this study included three parts: teachers’ perceived frequency of a student misconception, teachers’ perceived importance of a misconception in learning, and teachers’ confidence in addressing a misconception. Teachers in our study taught a Python-based CS course for high schools students. A survey was designed and administered to assess teachers’ perceptions of students’ misconceptions. Our results indicated that teachers’ confidence of addressing misconceptions and the teaching context may affect their perceptions of student misconceptions. We also found that some latent misconceptions are likely to lead to a perception of low frequency as they can be more difficult to detect. Moreover, our study found that teachers’ degrees and additional computing training showed positive relationships with their confidence of addressing student misconceptions and that additional computing training also showed a positive relationship with teachers’ perceived importance of student misconceptions. Implications of the findings for future research and practice of CS education are discussed.
DOI：
10.1145/2493394.2493395
发表时间：
2013
期刊：
Proceedings of the ninth annual international ACM conference on International computing education research
影响因子：
--
作者：
Hubwieser;Magenheim;Mühling
通讯作者：
Mühling
建立计算机科学教学能力模型
影响因子：
--
作者：
Bender;Hubwieser;Schaper;Margaritis M;Berges;Ohrndorf;Magenheim;Schubert
通讯作者：
Schubert