Dissertations / Theses: 'Computer science in Education'

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Bewley, Samantha. "High School Computer Science Education." Thesis, Villanova University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13426311.

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One of the challenges in the field of computer science is teaching the subject at the high school level. Thirteen computer science teachers, one technology teacher and one department chair for technology were interviewed to determine how they thought computer science education could be improved at the high school level. The qualitative research addressed curriculum, professional development, educational computer science standards and frameworks, technology, and pedagogy. Institutional Review Board approval was obtained for the research. Nvivo was used to analyze the interviews. When the results were compiled, many teachers were concerned that there were low numbers of students interested in computer science. Having low numbers or students enrolled in computer science classes contribute to low numbers of computer science teachers. Different way to address these problems are proposed.

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Ryu, Mike Dongyub. "Improving Introductory Computer Science Education with DRaCO." DigitalCommons@CalPoly, 2018. https://digitalcommons.calpoly.edu/theses/1943.

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Today, many introductory computer science courses rely heavily on a specific programming language to convey fundamental programming concepts. For beginning students, the cognitive capacity required to operate with the syntactic forms of this language may overwhelm their ability to formulate a solution to a program. We recognize that the introductory computer science courses can be more effective if they convey fundamental concepts without requiring the students to focus on the syntax of a programming language. To achieve this, we propose a new teaching method based on the Design Recipe and Code Outlining (DRaCO) processes. Our new pedagogy capitalizes on the algorithmic intuitions of novice students and provides a tool for students to externalize their intuitions using techniques they are already familiar with, rather than with the syntax of a specific programming language. We validate the effectiveness of our new pedagogy by integrating it into an existing CS1 course at California Polytechnic State University, San Luis Obispo. We find that the our newly proposed pedagogy shows strong potential to improve students’ ability to program.

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Peterson, Cynthia Lynn. "Using computer technology to enhance science education." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2109.

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Hickey, Peter J. "A microcomputer network for computer science education." Thesis, University of Ottawa (Canada), 1986. http://hdl.handle.net/10393/5023.

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Gibson, Benjamin Ian. "Educational Games for Teaching Computer Science." Thesis, University of Canterbury. Computer Science and Software Engineering, 2013. http://hdl.handle.net/10092/9239.

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Much work has done on teaching Computer Science by having students program games, but little has been done on teaching Computer Science by having the students learn from playing educational games. The current work in this ﬁeld does not seem to be particularly cohesive, so there is no clear idea of what has already been done, and what works. The focus of this thesis is to provide a clearer picture of the range of games available for teaching Computer Science, and to provide guidelines for designing and evaluating them. The ﬁrst and primary part of the thesis was to ﬁnd and provide detailed information on as many of the existing educational games that teach Computer Science as possible. An extensive search was performed, and 41 games were found. From these it can be seen that while a few topics, mainly binary and introductory programming concepts, have suﬃcient coverage, most topics in Computer Science have barely been touched. Of the games for teaching Computer Science that were found, most were available online, at no cost, and only required a short time investment to play. The second part of the thesis focuses on growing the number of games that could be used for teaching Computer Science. This is achieved by providing guidelines on producing new work, and an example game is produced to test the guidelines.

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English, John. "A building blocks approach to computer science education." Thesis, University of Brighton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485950.

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The workdescribed here was undertaken at the University ofBrighton between 1986 and 2006 in order to assist Computer Science students to acquire practical software development skills, primarily in the areas of real-time systems and object-oriented programming. The contribution to knowledge represented by this work is the development of a set of design principles for educational software, and a variety of software artefacts which demonstrate the applicability ofthese principles. The publications span two decades and describe artefacts covering a number of areas in the curriculum related to software development. They address a range of topics within Computer Science due to the rapidly-evolving nature of the discipline, but they have led to the development of a common philosophy towards the development of educational software, and they each provide an original approach to the topics they address. The success of this philosophy and the originality of the work is evidenced by the fact that they have each been adopted by other educationaf institutions, have been widely praised by students and educators, and have in many cases led to related work by others. This critical appraisal concentrates on describing the evolution of a coherent educational rationale which underpins the various artefacts described here, and on placing this more firmly within the context ofestablished educational theory.

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Enström, Emma. "On difficult topics in theoretical computer science education." Doctoral thesis, KTH, Teoretisk datalogi, TCS, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-152357.

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This thesis primarily reports on an action research project that has been conducted on a course in theoretical computer science (TCS). The course is called Algorithms, data structures, and complexity (ADC) and is given at KTH Royal Institute of Technology in Stockholm, Sweden. The ADC course is an introduction to TCS, but resembles and succeeds courses introducing programming, system development best practices, problem solving, proving, and logic. Requiring the completion of four programming projects, the course can easily be perceived as a programming course by the students. Most previous research in computer science education has been on programming and introductory courses. The focus of the thesis work has been to understand what subject matter is particularly difficult to students. In three action research cycles, the course has been studied and improved to alleviate the discovered difficulties. We also discuss how the course design may color students’ perceptions of what TCS is. Most of the results are descriptive. Additionally, automated assessment has been introduced in the ADC course as well as in introductory courses for non-CS majors. Automated assessment is appreciated by the students and is directing their attention to the importance of program correctness. A drawback is that the exercises in their current form are not likely to encourage students to take responsibility for program correctness. The most difficult tasks of the course are related to proving correctness, solving complex dynamic programming problems, and to reductions. A certain confusion regarding the epistemology, tools and discourse of the ADC course and of TCS in general can be glimpsed in the way difficulties manifest themselves. Possible consequences of viewing the highly mathematical problems and tools of ADC in more practical, programming, perspective, are discussed. It is likely that teachers could explicitly address more of the nature and discourse of TCS in order to reduce confusion among the students, for instance regarding the use of such words and constructs as “problem”, “verify a solution”, and “proof sketch”. One of the tools used to study difficulties was self-efficacy surveys. No correlation was found between the self-efficacy beliefs and the graded performance on the course. Further investigation of this is beyond the scope of this thesis, but may be done with tasks corresponding more closely and exclusively to each self-efficacy item. Didactics is an additional way for a professional to understand his or her subject. Didactics is concerned with the teaching and learning of something, and hence sheds light on that “something” from an angle that sometimes is not reflected on by its professionals. Reflecting on didactical aspects of TCS can enrichen the understanding of the subject itself, which is one goal with this work.

QC 20140929

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Aldakheel, Eman A. "A Cloud Computing Framework for Computer Science Education." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1322873621.

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Prottsman, Christie Lee Lili. "Computational Thinking and Women in Computer Science." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11485.

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x, 40 p. : col. ill.
Though the first computer programmers were female, women currently make up only a quarter of the computing industry. This lack of diversity jeopardizes technical innovation, creativity and profitability. As demand for talented computing professionals grows, both academia and industry are seeking ways to reach out to groups of individuals who are underrepresented in computer science, the largest of which is women. Women are most likely to succeed in computer science when they are introduced to computing concepts as children and are exposed over a long period of time. In this paper I show that computational thinking (the art of abstraction and automation) can be introduced earlier than has been demonstrated before. Building on ideas being developed for the state of California, I have created an entertaining and engaging educational software prototype that makes primary concepts accessible down to the third grade level.
Committee in charge: Michal Young, Chairperson; Joanna Goode, Member

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Mitchell, Carmen L. (Carmen Lois). "The Contributions of Grace Murray Hopper to Computer Science and Computer Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278692/.

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This study explored the life and work of the late Grace Murray Hopper, Rear Admiral United States Naval Reserve. The study emphasized Hopper's contributions to computer science and computer science education, including her philosophy of teaching and learning, and her pedagogical legacy for today's teachers and scholars of computer science and computer science education.

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Henderson, Craig Allen 1972. "RobotWorld : a simulation environment for introductory computer science education." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80075.

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Thesis (M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (p. 329-338).
by Craig Allen Henderson.
M.Eng.

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Hutchins-Korte, Laura. "Learning by game-building in theoretical computer science education." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/3162.

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It has been suggested that theoretical computer science (TCS) suffers more than average from a lack of intrinsic motivation. The reasons provided in the literature include the difficulty of the subject, lack of relevance to the informatics degree or future careers, and lack of enjoyment of the learning experience. This thesis presents evidence of these claims derived from the results of an expert survey. Increasing the students’ perceived control of the learning experience has been shown to increase student motivation in numerous different settings. A few of those also showed increased student performance. This thesis proposes that game-building can be such a setting for the area of TCS. Within the area of TCS, the focus will be on the modelling skills (finite state automata, push-down automata, Turing machines, CCS, etc.) since they form the majority of the curriculum at undergraduate level. It will be demonstrated how arbitrary TCS modelling skills can be mapped onto a game-building framework and allow the students to learn about the former by using the latter. It is hypothesized that the success of the approach depends on the amount of control given to the student. To test this claim, two experimental conditions were used in a repeated-measures design: (1) own-game and (2) pre-defined game. In the former, students are asked to write a game of their own, whereas in the latter, they are asked to copy a pre-defined game. A large demand for the own-game context was observed and results of its effect on performance and enjoyment are presented. Although no main effect of the owngame condition versus the pre-defined game condition was found in terms of either enjoyment or performance, some interesting interaction effects between condition and motivational type were unveiled.

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Mork, Kirsten L. "Evaluating Creative Choice in K-12 Computer Science Curriculum." DigitalCommons@CalPoly, 2019. https://digitalcommons.calpoly.edu/theses/2038.

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Computer Science is an increasingly important topic in K-12 education. Ever since the "computing crisis" of the early 2000s, where enrollment in CS dropped by over half in a five year span, increasing research has gone into improving and broadening enrollment in CS courses. Research shows the importance of introducing CS at a young age and the need for more exposure for younger children and young adults alike in order to work towards equity in the field. While there are many reasons for disinterest in CS courses, studies found one reason young adults do not want to study CS is a perception of it being tedious and lacking opportunities for creativity. Making more creative assignments is one way to try and engage more students who may not feel like stereotypical computer scientists. This thesis focuses in on the effects of creative choice in CS curriculum on students' self-efficacy, engagement/preferences, and performance. It aims to capture the effects of creative choice on a range of K-12 students of varying demographics in order to make CS more accessible for everyone. The first half of the thesis experimentally validates the effects of creative choice in existing 5th grade CS classes. We created two variants of worksheets for the students - creative worksheets and rigid worksheets. After distributing these worksheets, surveys, and quizzes, we found students still feel a sense of ownership with limited versions of creative choice and benefit from a blend of creative and rigid instructions. In addition, student performance was not affected by our different treatments. The second half of the thesis adapted and launched the fifth grade curriculum to a new demographic, teaching the course to Juvenile Hall students. Student surveys and reports from their teacher showed this class had a positive impact and was well received by students and staff. We found students would prefer a longer class next iteration, as this one only extended five weeks. Future work will be needed to experimentally evaluate the specific impact of creative choice in this new demographic.

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Anandan, Senthil Kumar. "Animation tool kit for computer science education on the Internet." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0004/MQ45314.pdf.

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Symeonidis, Pavlos. "Automated assessment of Java programming coursework for computer science education." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437093.

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Schroeder, Leah M. "The value of computer-assisted instruction in secondary science education." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/172.

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Liebe, Christine Lynn. "An Examination of Abstraction in K-12 Computer Science Education." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6728.

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Computer scientists have been working towards a common definition of abstraction; however, the instruction and assessment of abstraction remain categorically underresearched. Because abstraction is often cited as a component of computational thinking, abstraction has been summarily likened to a higher order thinking skill. A broad conceptual framework including philosophy, psychology, constructionism, and computational thinking was aligned with the descriptive qualitative design and guided the literature review and data analysis. This qualitative examination of how teachers determine curriculum, deliver instruction, and design assessments in K-12 computer science education provides insight into best practices and variables for future quantitative study. The instructional strategies, objectives, and assessments of twelve K-12 computer science teachers from 3 states were examined in this descriptive qualitative examination of instruction using thematic coding analysis. The majority of teachers had little to no professional development regarding teaching abstraction. All teachers in the study were unsure what student abstraction abilities should be according to grade level. Teachers' understanding of abstraction ranged from very little knowledge to very knowledgeable. The majority of teachers did not actively assess abstraction. Teachers described successfully teaching abstraction through multiple instructional practices and spiraling curriculum. Practical descriptive insights illuminate additional variables to research the instruction of abstraction qualitatively and quantitatively, as well as provide anecdotal instructional successes.

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Nadarajah, Kumaravel. "Computers in science teaching: a reality or dream; The role of computers in effective science education: a case of using a computer to teach colour mixing; Career oriented science education for the next millennium." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003341.

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Science education in South Africa is not improving much. Many science educators do not have appropriate science qualifications. Majority of the learners have limited facilities to learn science. In this dilemma the move to OBE may result in further substantial deterioration of science education. A possible way out is to use computers in science education to facilitate the learning process. This study was designed to investigate how computers contribute to learners’ skills development in a physics course. A series of interactive computer simulations of colour mixing and a number of closely related traditional practical activities are aimed to promote learners’ understanding of colour. It was concluded that while computer environments have greater potentialas learning tools, they also limit interactions in significant ways.

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Peterson, Sarah Budinger. "Factors relating to the acquisition of computer literacy and computer science skills in California high schools." Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/3071.

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Purpose. The purpose of this study was to identify factors that related to the acquisition of computer skills in California high schools. Procedures. The first part of the study was examination of data from a sample of 63 California schools: scores from computer skills tests, achievement tests, and other pertinent information. The second part was an in-depth study of four schools taken from the sample of 63 schools with high or low scores on computer skills tests. Case study methodology was used with the sample of the two high scoring and two low scoring schools to examine other factors that may have contributed to the differences in scores. Findings. Significant statistical relationships were found between the high scores on computer skills tests and parents' educational attainment. High percentages of recipients of Aid to Families with Dependent Children (AFDC) showed a negative correlation with the test scores. Significant statistical relationships were also found between scores on reading and math tests and computer skills tests. The case studies revealed differential access to computers based on ability, and a lack of integration of computer skills into the curriculum in the low scoring schools. The importance of teacher training, and the commitment of school and community to computer programs with high quality hardware and software were important factors in schools with high computer skills scores. Recommendations. (1) Districts desiring to implement successful comprehensive computer programs should secure involvement of, and commitment from all aspects of the school and the community. (2) Administrators of programs should utilize additional resources in computer classes for those who have low reading and math scores. (3) Districts need to be wary of the relationship between sources of funding for computer programs and their classroom utilization, as this study indicates that categorical funding tends to result in "narrow" categorical use. (4) A recommendation for further study is the extent to which there is a division among the school districts of the state into "have" and "have-not" districts with regards to access to computer literacy courses for all students. Such a division, if it exists, might be of interest to the legislature as a matter of State Policy.

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Lowhorn, Greg L., and Anthony Pittarese. "Business Literacy for the Computer Science Professional." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3011.

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Excerpt: Business literacy is becoming more popular among business practitioners in multiple fields, including accounting, finance, human resources, training and development, leadership, health care, and other disciplines. However, little attention has been paid to business literacy for the computing professional in the literature.

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Stejskal, Ryan. "Test-Driven Learning in High School Computer Science." Thesis, University of Nebraska at Omaha, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=1554641.

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Test-driven development is a style of software development that emphasizes writing tests first and running them frequently with the aid of automated testing tools. This development style is widely used in the software development industry to improve the rate of development while reducing software defects. Some computer science educators are adopting the test-driven development approach to help improve student understanding and performance on programming projects. Several studies have examined the benefits of teaching test-driven programming techniques to undergraduate student programmers, with generally positive results. However, the usage of test-driven learning at the high school level has not been studied to the same extent. This thesis investigates the use of test-driven learning in high school computer science classes and whether test-driven learning provides benefits for high school as well as college students.

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Alharbi, Eman. "Characterize the Difficulties that International Computer Science Students Face." Thesis, University of Colorado at Colorado Springs, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10102300.

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International Computer Science students, who form the majority of students in Engineering colleges in the U.S (Anderson, 2013), face a lot of difficulties and barriers that are unknown and unexpressed. Hiding these struggles may affect the quality of their education, and will repeat the struggles over and over with the coming students. We conducted a qualitative study to discover the barriers that international Computer Science students have and their special needs. The data was collected by interviewing international Computer Science students and some of their instructors in the University of Colorado at Colorado Springs (UCCS). The study found that international Computer Science students have English barriers evaluated on the following dimensions: listening and understanding lectures, participating and expressing ideas, presenting, writing, and reading. Moreover, students have identified another set of difficulties, which is technical barriers based on educational background and the ability to deal with advanced software tools.

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Ochwa-Echel, James R. "Gender gap in computer science education : experiences of women in Uganda /." View abstract, 2005. http://wwwlib.umi.com/dissertations/fullcit/3191711.

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Kelkar, Shreeharsh. "Platformizing higher education : computer science and the making of MOOC infrastructures." Thesis, Massachusetts Institute of Technology, 2016. http://hdl.handle.net/1721.1/107312.

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Thesis: Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS), Massachusetts Institute of Technology, Program in Science, Technology and Society, 2016.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 211-223).
This dissertation investigates the role of software in institutional transformation using the example of Massive Open Online Courses or MOOCs. It ethnographically tracks the development of the software infrastructure being built for MOOCs, focusing on three communities-programmers, instructors, and researchers-who centrally participate in the MOOC start-ups' stated mission of reinventing higher education. It argues that MOOC infrastructures are best viewed as an example of a heterogeneous software assemblage that I call the "software-as-platform," that is today being widely deployed and used in a number of industries and institutions. The software-as-platform consists primarily of software that holds together a variety of normative logics: open-endedness; fast, iterative, production processes; data-driven decision-making; governance for emergent effects; scalability; and personalization. Of these, the most important is that its creators give to it an open-endedness as to its ultimate purpose: thus, the assemblage is often framed using the language of "tools" or "platform." I then argue that the software-as-platform is a vehicle through which the norms and practices of Silicon Valley are making their way into other institutions, a process I call "platformization." Finally, I suggest that the software-as-platform enables the emergence of a new form of expertise: tool-making. Tool-makers see themselves as building software tools, whose ultimate purpose comes from their users. The tools themselves draw on many other kinds of expert knowledge chosen at the discretion of the tool-builders. The dissertation consists of four chapters bookended by an Introduction and a Conclusion. Chapter 2 is an analysis of the public discourse around MOOCs. Chapter 3 describes MOOC infrastructures, showing how a cluster of institutions, software, and people are organized to produce the plethora of courses as well knowledge about education. Chapter 4 tells the story about how edX, a MOOC start-up, turned itself from an educational organization into a software organization by deploying the software-as-platform, thereby transforming and displacing particular institutional roles. In Chapter 5, I analyze the practices of a rising class of tool-makers, computer scientists, and describe how they are able to draw on other kinds of expertise, and intervene in new domains, while still presenting themselves as neutral system-builders.
by Shreeharsh Kelkar.
Ph. D. in History, Anthropology, and Science, Technology and Society (HASTS)

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Behnam, Humam, and Artin Mirzaian. "Evaluation of template-based programming question generation for Computer Science education." Thesis, KTH, Skolan för elektroteknik och datavetenskap (EECS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-280114.

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In recent years an interest has sparked in universities to enhance student learning in introductory programming courses that go beyond the traditional learning methods. Therefore, it was in our interest to investigate whether template-based programming questions are more effective for learning programming concepts compared to reading literature. This was investigated by firstly, dividing a group of students into a theory group and a program-tracing group. Each group then did an initial test. Afterwards, the program-tracing group received code- tracing problems and the theory group received literature covering programming concepts. Both groups used their resources to practise for a final test. Finally, both groups did the final test. The results from the initial test and the final test was compared, however, the results were not conclusive as there was too little data due to multiple factors. It was also concluded that this study can be further developed if it was part of a course.
Under de senaste åren har ett intresse utvecklats bland universiten i att förbättra studenternas lärande i introducerande programmeringskurser genom att gå utöver de traditionella inlärningsmetoderna. Därför var det i vårt intresse att undersöka om mallbaserade programmeringsfrågor är mer effektiva för att lära sig programmeringskoncept jämfört med att läsa litteratur. Detta undersöktes genom att först dela en grupp elever i en teorigrupp och en programspårningsgrupp. Sedan gjorde varje grupp ett första test. Där efter fick programspårningsgruppen kodspårningsproblem och teorigruppen fick litteratur som omfattar programmeringskoncept. Sedan använde båda grupperna sina resurser för att öva för ett slutligt test. Efter det slutgiltiga testet jämfördes resultaten från det initiala testet och det slutliga testet, men resultaten gav inte upphov till några slutsatser eftersom inte fanns tillräckligt med data på grund av olika faktorer. Denna studie kan vidareutvecklas genom att vara en del av en kurs.

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Chiang, Yen-Hsi. "Advising module: Graduate application system for the Computer Science Graduate Program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2725.

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The Advising Module: Graduate Application System is a Web-based application system that provides quality advice on coursework for prospective as well as continuing graduate students. It also serves as an improved tracking system for the graduate coordinator. Authorized parties may obtain access to status evaluations, master's options, and permitted course waivers, course listings, personal data, various advisement forms, application usage statistics, and automatic data updating process reports.

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Turner, Scott Alexander. "minimUML: A Minimalist Approach to UML Diagraming for Early Computer Science Education." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/33030.

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Unified Modeling Language (UML) diagraming is commonly used in introductory Computer Science to teach basic object-oriented design, but there appears to be a lack of suitable software to support this task well. Many of the available programs focus on developing code and not on enhancing learning. Those that were designed for educational use sometimes have poor interfaces or are missing common and important features, such as multiple selection and undo/redo. There is a need for software that is tailored to an instructional environment and has all the useful and needed functionality for that specific task. This is the purpose of minimUML. It provides a minimum amount of UML, just what is commonly used in beginning programming classes, while providing a simple, usable interface. In particular, minimUML was designed to support abstract design while supplying features for exploratory learning and error avoidance. Some of the functionality supported includes multiple selection, undo/redo, flexible printing, cut and paste, and drag and drop. In addition, it allows for the annotation of diagrams, through text or freeform drawings, so students can receive feedback on their work. To test minimUML's ease of use, it was run through a small usability study. While a number of issues were raised, the tool generally received positive evaluations that lead us to believe that we have reached our goal.
Master of Science

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Acton, Donald, Kimberly Voll, Steven Wolfman, and Benjamin Yu. "Pedagogical Transformations in the UBC CS Science Education Initiative." ACM, 2009. http://hdl.handle.net/2429/8884.

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The UBC CS Science Education Initiative (CSSEI) has resulted in a number of research projects. New teaching methods and student assessment instruments are introduced to engage student learning and evaluations of their understanding. In this paper, we report four of these recent initiatives and their initial findings.

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Barton, Roy. "Computers and practical work in science education : a comparative study." Thesis, University of East Anglia, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318020.

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Jamwal, Goldee. "Effective use of Interactive Learning Modules in Classroom Study for Computer Science Education." DigitalCommons@USU, 2012. http://digitalcommons.usu.edu/etd/1358.

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The National Science Foundation (NSF) is spending substantial resources to improve science, technology, engineering, and mathematics (STEM) education in the United States. The ultimate goal of these programs is to produce students with a better knowledge of math and science and who are more likely to pursue careers in STEM fields. Interactive learning modules can be used in the classroom environment for effective learning. This study examines the learning preferences of Logan High School (located in Logan, Utah) students and evaluates the impacts of using interactive learning modules with classroom lectures compared to other traditional methods of teaching.

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Rimington, Keith B. "Expanding the Horizons of Educational Pair Programming: A Methodological Review of Pair Programming in Computer Science Education Research." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/601.

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Educators and researchers continue to explore the benefits, real or imagined, of implementing pair programming as part of the computer science pedagogy. Current reviews of computer science educational research practices do not focus on educational pair programming. This thesis presents a review of the research methods used in recent educational pair programming research. The primary purpose of this review is to inform the ongoing dialogue about and to provide evidence-based recommendations for improving educational pair programming research. Replicating the design of a previous computer science education methodological review, this study inspected a sample of 108 articles from a population of 129 of articles related to educational pair programming published from 2000 to 2008. Articles were classified using a 112-variable taxonomy, identifying report elements, research methodology, research design, kinds of variables inspected, and statistical practices. Major findings include several differences between the methodological characteristics of educational pair programming research when compared to general computer science education research, including: (a) an increased proportion of studies involving human participants, (b) a decreased proportion of quantitative methodologies, and (c) an increased proportion of controlled research designs. There exists some minor evidence that researchers affiliated with institutions in the United States are more likely than their counterparts outside of the United States to inspect only student attitudes and implement a posttest-only research design, and less likely to implement an experimental or quasi-experimental methodology

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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-Based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/214.

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There is a critical need to teach computer science (CS) in order to assure that our nation remains competitive globally [6]. CS is a new basic skill necessary for economic opportunity [6] but is rarely taught before age 6 and only using electronic devices [1]. This presents a challenge for those concerned with “screen time” inherent in electronic devices [2] and for children in poverty with little access to electronic devices [3]. Coding, creating a series of commands that a computer carries out, is a component of CS and can be introduced as early as preschool age and results in increased logical sequencing [5] (putting action commands in order). Missing from the research is the impact of coding with non-electronic formats on logical sequencing with children younger than age 6. Our study fills this need by using a non-electronic format with 4-year-olds. The purpose is to see if playing Robot Turtles, a board game designed to teach coding, will increase logical sequencing skills. Our hypothesis is that we will see a 10 times greater increase in logical sequencing in the children who play Robot Turtles than those playing Candy Land, a board game with no measurable effect on math skills [4]

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Bell, Richard Scott. "Low overhead methods for improving education capacity and outcomes in computer science." Diss., Kansas State University, 2014. http://hdl.handle.net/2097/18168.

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Doctor of Philosophy
Department of Computing and Information Sciences
Eugene Vasserman
Computer science departments face numerous challenges. Enrollment over the past 15 years reached an all-time high, endured a rapid decline and is now experiencing a just as rapid rebound. Meanwhile, demand for graduates continues to grow at an incredible rate. This is especially true in specialized sub-fields such as cybersecurity, where employers are constantly working to keep up with changing technology and new threats emerging on a daily basis. My research consists of two main objectives. The rst is gauging the ability of pre-service teachers from non-STEM areas of study to introduce and utilize computing concepts in a classroom setting. The second goal is to develop an assessment tool that enables improvements in quality of education for students within cybersecurity courses. Currently, few K-12 school districts in the United States o er stand-alone courses in computer science. My work shows that pre-service teachers in non-STEM areas are capable of effectively introducing basic concepts to students using modern software development tools while exploring content within their own areas of expertise. Survey results indicate that student interest and self-efficacy increased when they were taught by these pre-service teachers. I also found that with only 2 hours of experience, pre-service teachers enrolled in an education technology course showed dramatic increases in interest and confidence related to using this technology. These two findings demonstrate that there are potential ways to increase interest in computing among a broad student population at the K-12 level without changing core curriculum requirements. Even when students choose to enter computer science departments, a large number do not remain within the program. The second portion of my research focuses on developing an assessment tool for measuring student interest and self-efficacy in cybersecurity courses. Using information gleaned from a series of interviews with cybersecurity students, I developed, and performed the initial testing of, a survey instrument which measures these 2 values. Initial results show that the survey responses were very different between a group of introductory programming students and those enrolled in a cybersecurity course and that general trends in both self-efficacy and interest among theses differing student populations can be observed

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Behnke, Kara Alexandra. "Gamification in Introductory Computer Science." Thesis, University of Colorado at Boulder, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3743653.

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This thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.

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Finch, Dylan Keifer. "Improving and Evaluating Maria: A Virtual Teaching Assistant for Computer Science Education." Thesis, Virginia Tech, 2020. http://hdl.handle.net/10919/98573.

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Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.
Master of Science
Many colleges face a lack of academic and emotional support for their computer science students. Previous research into this problem produced Maria, a virtual teaching assistant (TA). This initial version of Maria was able to answer student questions, provide error explanations, and praise students for effort on programming assignments. This research continues work on the Maria project with three design goals: (1) reducing obstacles to use of Maria, (2) allowing Maria to provide better academic support, and (3) allowing Maria to provide better emotional support (with less focus on this goal). Improvements were made to the initial version of Maria, including increasing the number of questions that Maria could answer, allowing Maria to suggest questions for students to ask, and adding longer back-and-forth dialogs between Maria and students. Following this, Maria was deployed to students for an evaluation. The evaluation revealed that certain features were popular (including the longer dialogs and easier access to error explanation) and that Maria was unable to provide relevant answers to many questions asked by students. Using data from the evaluation, more improvements were made to Maria to address some of her shortcomings and build on her popular features. Answers to more questions were added for questions about testing, general knowledge questions, questions about many other topics. Many of these new answers used the popular back-and-forth dialog feature. Additionally, this research discusses a system that could be used to automate the creation of new answers for Maria or any virtual teaching assistant using crowdsourcing.

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Burke, Lauren. "Computer Science Education at The Claremont Colleges: The Building of an Intuition." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/scripps_theses/875.

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In this thesis, I discuss how the undergraduate computer scientist is trained, and how they learn what I am calling computational intuition. Computational intuition describes the methodology in which computer scientists approach their problems and solve them through the use of computers. Computational intuition is a series of skills and a way of thinking or approaching problems that students learn throughout their education. The main way that computational intuition is taught to students is through the experience they gain as they work on homework and classwork problems. To develop computational intuition, students learn explicit knowledge and techniques as well as knowledge that is tacit and harder to teach within the lectures of a classroom environment. Computational intuition includes concepts that professors and students discuss which include “computer science intuition,” “computational thinking,” general problem solving skills or heuristics, and trained judgement. This way of learning is often social, and I draw on the pedagogy of cognitive apprenticeship to understand the interactions between the professors, tutors, and other students help learners gain an understanding of the “computer science intuition.” It is this method of thinking that computer scientists at the Claremont Colleges have stated as being one of the most essential items that should be taught and gained throughout their education and signals a wider understanding of computer science as a field.

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Crosier, Joanna. "Virtual environments for science education : a schools-based development." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323181.

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Saw, Yihui. "Enlight : a projected augmented reality approach to science education." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/100671.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2014.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 73-77).
Advances in augmented reality (AR) interfaces create a new possibility for innovative learning tools in education. This thesis explores the application of a projected augmented reality system and its use in science education. Through this work, we provide some brief insights into the potential and challenges of using the projection augmented model in a learning environment. With a focus on physics education, we developed tangible simulations of magnetic fields and other phenomena through the means of augmentation. We describe also the means to integrate and apply AR in a classroom environment. Our investigation analyzes the effects of augmented reality on student learning outcomes and the usability of our model. Quantitative and qualitative evidence suggests that the projection augmented model may complement learning in ways that current interfaces and learning methods are lacking.
by Yihui Saw.
M. Eng.

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Furby, Thomas H. "A comparison of Workforce Education/Human Resource faculty and Computer Science faculty perceptions towards distance education /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1147198101&sid=16&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Hunter, Jeffrey C. "Student Engagement in a Computer Rich Science Classroom." Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1426713813.

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Prayaga, Lakshmi. "Game development environment to teach computer science concepts." [Pensacola, Fla.] : University of West Florida, 2007. http://purl.fcla.edu/fcla/etd/WFE0000089.

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Polycarpou, Irene. "An Innovative Approach to Teaching Structural Induction for Computer Science." FIU Digital Commons, 2008. http://digitalcommons.fiu.edu/etd/18.

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Proofs by induction are central to many computer science areas such as data structures, theory of computation, programming languages, program efficiency-time complexity, and program correctness. Proofs by induction can also improve students’ understanding of and performance with computer science concepts such as programming languages, algorithm design, and recursion, as well as serve as a medium for teaching them. Even though students are exposed to proofs by induction in many courses of their curricula, they still have difficulties understanding and performing them. This impacts the whole course of their studies, since proofs by induction are omnipresent in computer science. Specifically, students do not gain conceptual understanding of induction early in the curriculum and as a result, they have difficulties applying it to more advanced areas later on in their studies. The goal of my dissertation is twofold: 1. identifying sources of computer science students’ difficulties with proofs by induction, and 2. developing a new approach to teaching proofs by induction by way of an interactive and multimodal electronic book (e-book). For the first goal, I undertook a study to identify possible sources of computer science students’ difficulties with proofs by induction. Its results suggest that there is a close correlation between students’ understanding of inductive definitions and their understanding and performance of proofs by induction. For designing and developing my e-book, I took into consideration the results of my study, as well as the drawbacks of the current methodologies of teaching proofs by induction for computer science. I designed my e-book to be used as a standalone and complete educational environment. I also conducted a study on the effectiveness of my e-book in the classroom. The results of my study suggest that, unlike the current methodologies of teaching proofs by induction for computer science, my e-book helped students overcome many of their difficulties and gain conceptual understanding of proofs induction.

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Wiggberg, Mattias. "Computer Science Project Courses : Contrasting Students’ Experiences with Teachers’ Expectations." Doctoral thesis, Uppsala universitet, Avdelningen för datorteknik, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-120081.

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Including small or large project courses is widely recognized as important in preparing computer science students for a professional career. Typical examples are the capstone courses, which often are seen as the jewel in the crown since this is where students will bring their previous knowledge and skills together to show mastery of their craft. These courses are, however, quite complex with often contradictory ideas about how to actually run them in order to reach the learning objectives. This thesis deals with the contrast between students’ experiences and teachers’ expectations of such courses. The research presented in this thesis contributes to the field of knowledge of computer science project courses by investigating processes that are of importance in relation to the desired practices that the students’ should experience. A method is developed, based on the theory of communities of practice and an identification of key features in project work, for evaluating project courses in terms of setting up a learning environment suitable for its learning objectives. The method is focused on capturing the students’ experiences, which then are mapped onto desirable outcomes, as seen from the teachers’ point of view and expressed in terms of communities of practice theory. The result of the analysis is stories capturing the strengths and deficiencies that can be observed in computer science project courses. Key findings are that rewarding learning environments are not automatically created by following the project model; unclear goals and priorities, for example the choice between focusing on the result of the project or the learning process, can confound, or hinder, the learning outcome. Students may experience a difficult choice between using the project course as a way to become more specialized in a particular area or to develop skills that broaden their knowledge. The method developed throughout the thesis is a result in itself, allowing academics and institutions to reason systematically about the aims and learning outcomes of project coursework. The strength of the method lies in the insight gained from combining the concept of communities of practice with a series of studies that identify key features of project courses, in order to reveal and explain why students’ experience processes and learning outcomes in particular ways.

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DeVaney, Jonah E. "tidyTouch: An Interactive Visualization Tool for Data Science Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/529.

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Accessibility and usability of software define the programs used for both professional and academic activities. While many proprietary tools are easy to grasp, some challenges exist in using more technical resources, such as the statistical programming language R. The creative project tidyTouch is a web application designed to help educate any user in basic R data visualization and transformation using the popular ggplot2 and dplyr packages. Providing point-and-click interactivity to explore potential modifications of graphics for data presentation, the application uses an intuitive interface to make R more accessible to those without programming experience. This project is in a state of continual development and will expand to cover introductory data science topics relevant to academics and professionals alike. The code for tidyTouch and this document can be found at https://github.com/devaneyJE/tidyTouch_thesis (see ui.R and server.R files for application code).

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Hewner, Michael. "Student conceptions about the field of computer science." Diss., Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/45890.

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Computer Science is a complex field, and even experts do not always agree how the field should be defined. Though a moderate amount is known about how precollege students think about the field of CS, less is known about how CS majors' conceptions of the field develop during the undergraduate curriculum. Given the difficulty of understanding CS, how do students make educational decisions like what electives or specializations to pursue? This work presents a theory of student conceptions of CS, based on 37 interviews with students and student advisers and analyzed with a grounded theory approach. Students tend to have one of three main views about CS: CS as an academic discipline focused on the mathematical study of algorithms, CS as mostly about programming but also incorporating supporting subfields, and CS as a broad discipline with many different (programming and non-programming) subfields. I have also developed and piloted a survey instrument to determine how prevalent each kind of conception is in the undergraduate population. I also present a theory of student educational decisions in CS. Students do not usually have specific educational goals in CS and instead take an exploratory approach to their classes. Particularly enjoyable or unenjoyable classes cause them to narrow their educational focus. As a result, students do not reason very deeply about the CS content of their classes when they make educational decisions. This work makes three main contributions: the theory of student conceptions, the theory of student educational decisions, and the preliminary survey instrument for evaluating student conceptions. This work has applications in CS curriculum design as well as for future research in the CS education community.

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Bushey, Dean E. "Critical thinking traits of top-tier experts and implications for computer science education." Connect to this title online, 2007. http://etd.lib.clemson.edu/documents/1193079316/.

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Jakupovic, Jasmin. "Educated to Learn : How to enhance the education of computer science and informatics." Thesis, Tekniska Högskolan, Högskolan i Jönköping, JTH. Forskningsmiljö Datavetenskap och informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31902.

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The very nature of computer science with its constant changes forces those who wish to follow to adapt and react quickly. Large companies invest in being up to date in order to generate revenue and stay active on the market. Universities, on the other hand, need to imply same practices of staying up to date with industry needs in order to produce industry ready engineers. By interviewing former students, now engineers in the industry, and current university staff this thesis aims to learn if there is space for enhancing the education through different lecturing approaches and/or curriculum adaptation and development. In order to address these concerns a qualitative research has been conducted, focusing on data collection obtained through semi-structured live world interviews. The method used follows the seven stages of research interviewing introduced by Kvale and focuses on collecting and preparing relevant data for analysis. The collected data is transcribed, refined, and further on analyzed in the “Findings and analysis” chapter. The focus of analyzing was answering the three research questions; learning how higher education impacts a Computer Science and Informatics Engineers’ job, how to better undergo the transition from studies to working in the industry and how to develop a curriculum that helps support the previous two. Unaltered quoted extracts are presented and individually analyzed. To paint a better picture a theme-wise analysis is presented summing valuable themes that were repeated throughout the interviewing phase. The findings obtained imply that there are several factors directly influencing the quality of education. From the student side, it mostly concerns expectation and dedication involving studies, and from the university side it is commitment to the curriculum development process. Due to the time and resource limitations this research provides findings conducted on a narrowed scope, although it can serve as a great foundation for further development; possibly as a PhD research.

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Nivens, Ryan Andrew, and Rosemary Geiken. "Using a Computer Science-based Board Game to Develop Preschoolers' Mathematics." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3040.

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Sheldon, Daniel K. (Daniel Kenneth) 1974. "Computer assisted group decision making for education program development." Thesis, Massachusetts Institute of Technology, 1999. http://hdl.handle.net/1721.1/80120.

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Thesis (S.B. and M.Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 1999.
Includes bibliographical references (leaves 48-49).
by Daniel K. Sheldon.
S.B.and M.Eng.

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Maczka, Darren Kurtis. "Computing Trajectories: Pathways into Computer Science and Programming Experience in the First Year." Diss., Virginia Tech, 2019. http://hdl.handle.net/10919/92198.

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Many universities across the United States have been experiencing an increased demand for computer science majors. Adjusting curriculum to meet increased demand runs the risk of damaging ongoing efforts to broaden participation in computer science. To manage growth, and increase the representation of women and underrepresented minorities in the field, we must first understand current patterns for participation, and factors that may impact access and persistence. Universities with common first-year engineering programs present an opportunity for addressing some of the barriers that have traditionally limited access to computer science to certain groups. In particular, common first-year programs could provide early positive experiences with computer programming which encourage more students to consider computer science as a viable major. To better understand how a common first-year engineering program may impact matriculation and persistence in computer science, I conducted studies to identify high-level patterns of participation in computer science, as well as how students experience programming instruction in an introductory engineering course. All studies share the same context: a large public research institution with a common first-year engineering program. Results indicate that women are leaving computer science at all points of the curriculum, contributing to a reduced representation of women earning CS degrees. In contrast, URM and first-generation students have higher representation at graduation than when declaring major interest before the start of their first year.
Doctor of Philosophy
Many universities across the United States have been experiencing an increased demand for computer science majors. Adjusting curriculum to meet demand runs the risk of damaging efforts to increase the diversity of the computer science workforce. To manage growth and increase the representation of women and underrepresented minorities (students who are not white or East Asian) in the field, we must first understand who currently studies computer science, and factors that lead to their success in the major. Universities with general first-year engineering programs present an opportunity for addressing some of the barriers that have traditionally discouraged women and underrepresented minorities from pursuing computer science. In particular, these programs could provide early positive experiences with computer programming which encourage more students to consider computer science as a possible major. To better understand how experiences during students’ first-year transition to college may impact decisions to major in computer science, I conducted studies to explore who enters computer science, and how they succeed in the major, as well as how students experience programming instruction in an introductory engineering course. All studies share the same context: a large public research institution with a general first-year engineering program. Results indicate that women are leaving computer science at all points of the curriculum, contributing to a reduced representation of women earning CS degrees. In contrast, underrepresented minority students and students with parents who did not receive a college degree, make up a higher percentage in the group graduating with a CS degree than in the group who declare CS as their first major.

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Dissertations / Theses on the topic 'Computer science in Education'

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