Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications
Teaching Ethics in Computing: A Systematic Literature Review of ACM Computer Science Education Publications
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计算机教学伦理：ACM 计算机科学教育出版物的系统文献综述
DOI：
10.1145/3634685
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发表时间：
2024
影响因子：
2.4
通讯作者：
Wiese, Eliane S.
中科院分区：
文献类型：
--
作者：
Brown, Noelle;Xie, Benjamin;Sarder, Ella;Fiesler, Casey;Wiese, Eliane S.
计算机教育研究界现在已经发表了至少40年的关于高等教育教学伦理的研究。为了考察我们这个领域的状况，我们对计算机械协会计算机教育场所中描述高等教育计算课程中的教学伦理的论文进行了系统的文献回顾。我们的审查涵盖了到2022年在SIGCSE、ICER、ITiCSE、COMPED、KOLI CALING和TOCE会场发表的所有论文，有100篇论文符合我们的纳入标准。总体而言，我们发现在内容、教学策略、挑战和建议方面存在着广泛的差异。大多数论文没有阐明“伦理”的概念，而那些确实使用了许多不同概念的论文，从广泛适用的伦理理论到社会影响，再到具体的计算应用领域(例如，数据隐私和黑客)。教师使用了许多不同的教学策略(例如，讨论、讲座、作业)和形式(例如，将独立课程并入技术课程)。许多论文认为衡量学生的知识是一项特殊的挑战，59%的论文提到了评估或评分。在评估其道德教育的69%的论文中，大多数使用了学生自我报告调查、课程评估和教师反思。虽然许多文件呼吁在计算中包含更多的伦理内容，但具体的建议很少被广泛适用，这阻碍了指导方针的综合。为了在过去40年的研究基础上继续发展，并走向一套计算机伦理教学的最佳实践，我们的社区应该描绘出我们不同的伦理概念，检查哪些教学策略最适合每种教学策略，并探索如何衡量学生的学习。
The computing education research community now has at least 40 years of published research on teaching ethics in higher education. To examine the state of our field, we present a systematic literature review of papers in the Association for Computing Machinery computing education venues that describe teaching ethics in higher-education computing courses. Our review spans all papers published to SIGCSE, ICER, ITiCSE, CompEd, Koli Calling, and TOCE venues through 2022, with 100 papers fulfilling our inclusion criteria. Overall, we found a wide variety in content, teaching strategies, challenges, and recommendations. The majority of the papers did not articulate a conception of “ethics,” and those that did used many different conceptions, from broadly applicable ethical theories to social impact to specific computing application areas (e.g., data privacy and hacking). Instructors used many different pedagogical strategies (e.g., discussions, lectures, assignments) and formats (e.g., stand-alone courses, incorporated within a technical course). Many papers identified measuring student knowledge as a particular challenge, and 59% of papers included mention of assessments or grading. Of the 69% of papers that evaluated their ethics instruction, most used student self-report surveys, course evaluations, and instructor reflections. While many papers included calls for more ethics content in computing, specific recommendations were rarely broadly applicable, preventing a synthesis of guidelines. To continue building on the last 40 years of research and move toward a set of best practices for teaching ethics in computing, our community should delineate our varied conceptions of ethics, examine which teaching strategies are best suited for each, and explore how to measure student learning.
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影响因子：
1
作者：
A. Childre;Jennifer R. Sands;S. Pope
通讯作者：
S. Pope
DOI：
10.1145/3428029.3428030
发表时间：
2020
期刊：
Proceedings of the 20th Koli Calling International Conference on Computing Education Research
影响因子：
--
作者：
Natalie Kiesler
通讯作者：
Natalie Kiesler
DOI：
--
发表时间：
2018
期刊：
MN. 2018
影响因子：
--
作者：
Winiecki, Don Salzman
通讯作者：
Winiecki, Don Salzman
通过显示不完整图片的数据将道德和正义带入 CS1 课程
DOI：
10.1145/3478432.3499101
发表时间：
2022
期刊：
Proceedings of SIGCSE
影响因子：
--
作者：
Wang, Yunhao;Okerlund, Johanna;Jagadish, H. V.
通讯作者：
Jagadish, H. V.
影响因子：
22.7
作者：
Grosz, Barbara J.;Grant, David Gray;Waldo, Jim
通讯作者：
Waldo, Jim