Pencil Puzzles as an Inclusive Domain for Learning Computer Science Concepts

计算机科学既包括抽象的高级概念，也包括具体的细节，如代码的适当安排。因此，教授计算机科学尤其具有挑战性。铅笔画展示了学习计算机科学的希望，以及促进批判性思维和计算思维以及解决问题的希望。这个项目建立在先前的一项分析的基础上，该分析证明了计算机编程入门课程中铅笔谜题的有效性。它的目标是将评估扩展到多个课程级别，并扩展到具有不同特征和学生人口统计的多个机构。铅笔式谜题是一种提出问题的图表，人类只用一支铅笔就可以通过演绎解决这个问题。大多数铅笔游戏是独立于语言和文化的，这使它们作为一种教学工具具有广泛的潜力。使用铅笔游戏来教授计算机科学原理有可能扩大人们对计算机的参与。本项目旨在提供关于谜题对学习的影响、不同人群的参与、K-12和高级计算思维课程的适宜性以及教师作为教学工具的价值的见解。这项研究打算包括一组聋哑人和重听学生，目的是为这一群体的学生提供对谜题适用性的洞察。该项目旨在促进国家计算劳动力的增长和多样性。该项目的目标是了解铅笔谜题如何为跨人群的计算机科学教育提供有效的背景。本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)基于铅笔的作业的参与度和分数是否独立于先前的计算经验、性别和其他人口统计数据？(3)基于铅笔的作业是否适合大学计算机科学教育的较高级别以及学习计算思维的K-12学生？4)对广大教育工作者，包括本科教育工作者(包括教员和助教)和K-12教师来说，铅笔谜题有价值吗？PI计划与七个不同本科机构(从研究密集型机构到小型文科机构)以及一所中学和一所高中的教师合作，制定适合每个机构学生群体和课程形式的作业。该项目打算通过现有的在线储存库(https://www.cs.rit.edu/~pencilpuzzle/#/).)提供新的作业对铅笔益智效果的评估将在每个机构进行，包括与教师和助教的面谈、学生调查和学生成绩。该项目旨在包括对教师进行使用铅笔谜题的扩展培训，以增加他们对学生学习的影响，并展示这种方法的实用性和适用性。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.