Pencil Puzzles as an Inclusive Domain for Learning Computer Science Concepts

计算机科学既包括抽象的、高级的概念，也包括具体的细节，比如代码的正确排列。因此，教授计算机科学特别具有挑战性。铅笔拼图显示了学习计算机科学的希望，也促进了批判性和计算性思维以及解决问题的能力。这个项目建立在先前的分析基础上，该分析证明了铅笔拼图在计算机编程入门课程中的有效性。它旨在将评估扩展到多个课程水平，以及具有不同特点和学生人口统计的多个机构。铅笔拼图是提出问题的图表，人类只用铅笔通过推理来解决问题。大多数铅笔拼图都是独立于语言和文化的，这给了它们作为教学工具的广阔潜力。使用铅笔拼图来教授计算机科学原理有可能扩大计算机的参与范围。该项目旨在深入了解谜题对学习的影响，不同人群的参与，K-12和高年级计算思维课程的适用性，以及教师作为教学工具的价值。这项研究打算包括一群聋哑和听力障碍的学生，目的是为这群学生提供智力游戏的适用性。该项目旨在促进国家计算劳动力的增长和多样性。这个项目的目标是发展对铅笔拼图如何为跨人群的计算机科学教育提供有效背景的理解。这个项目旨在调查四个研究问题。(1)在不同的学生群体和不同类型的机构中，基于铅笔拼图的作业是否促进了计算机科学概念和计算思维的可测量学习？(2)对铅笔拼图作业的参与程度和成绩是否与之前的计算机经验、性别和其他人口统计数据无关？(3)基于铅笔拼图的作业是否适合高等大学计算机科学教育和K-12学生学习计算思维？4)铅笔拼图是否对广泛的教育工作者有价值，包括本科教育工作者（包括教职员工和助教）和K-12教师？pi计划与7所不同的本科院校（从研究密集型院校到小型文科院校）以及一所初中和一所高中的教师合作，制定适合每个院校学生群体和课程形式的作业。该项目打算通过现有的在线存储库（https://www.cs.rit.edu/~pencilpuzzle/#/）提供新的作业。对铅笔拼图效果的评估将在每个机构进行，包括与教师和助教的访谈，学生调查和学生成绩。该项目打算扩大对教师使用铅笔拼图的培训，以增加其对学生学习的影响，并证明这种方法的实用性和可接受性。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

Computer science includes abstract, high-level concepts as well as concrete details, such as the proper arrangement of code. As a result, teaching computer science is particularly challenging. Pencil puzzles show promise for learning computer science, as well as for promoting critical and computational thinking and problem solving. This project builds on a previous analysis that demonstrated the effectiveness of pencil puzzles in introductory computer programming courses. It aims to aims to extend the assessment to multiple course levels and to multiple institutions that have different characteristics and student demographics. Pencil puzzles are diagrams that pose a problem that humans solve through deduction, using only a pencil. Most pencil puzzles are language and culture independent, giving them broad potential as a teaching and learning tool. The use of pencil puzzles to teach computer science principles has the potential to broaden participation in computing. This project seeks to provide insights into the puzzles' effects on learning, engagement of diverse populations, suitability for both K-12 and upper division computational thinking courses, and value to instructors as pedagogical tools. The study intends to include a population of deaf and hard-of-hearing students and aims to provide insight into the suitability of the puzzles for this group of students. The project aims to contribute to the growth and diversity of the national computing workforce.The goal of this project is to develop an understanding of how pencil puzzles can provide an effective context for computer science education across populations. This project aims to investigate four research questions. (1) Do pencil-puzzle-based assignments promote measurable learning of computer science concepts and computational thinking across a diverse student population and at various types of institutions? (2) Are the engagement with and the grades on pencil-puzzle-based assignments independent of prior computing experience, gender, and other demographics? (3) Are pencil-puzzle-based assignments suitable for upper levels of collegiate computer science education and for K-12 students learning computational thinking? and 4) Are pencil puzzles valuable to a broad spectrum of educators, including undergraduate educators (including faculty and teaching assistants) and K-12 teachers? The PIs plan to collaborate with instructors at seven different undergraduate institutions (ranging from research intensive to small liberal arts institutions) as well as a middle school and a high school to develop assignments suited to each institution's student body and course format. The project intends to make the new assignments available through an existing online repository (https://www.cs.rit.edu/~pencilpuzzle/#/). Assessments of pencil puzzle effectiveness will take place at each institution and include interviews with instructors and teaching assistants, student surveys, and student grades. The project intends to include extended training of instructors in the use of pencil puzzles to increase their impact on student learning and demonstrate the utility and adoptability of the approach.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.