Experiencing programming assignments in CS1the emotional toll
Publikationsdatum:
  Zu finden in: ICER 2010 (Seite 77 bis 86), 2010
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Zusammenfassungen
The constant comparative method was used to explicate the experience computing majors have with programming assignments in a CS1 course. Findings from a series of four interviews conducted with a purposeful sample of nine students revealed that the primary reflective experience with programming assignments was emotional. That is, the way students remembered and discussed their experiences with programming assignments was dominated by emotional experiences and reactions. We identified six stages whose dimensions capture the variation in students' emotional experiences with programming assignments. This paper reports the beginnings of analysis geared at developing a theory of students' programming assignment experience, rich in detail and grounded in student experience. When completed such a theory may lead to curricular supports, interventions, or tools, to help steer student experience away from the most harmful of emotional tolls.
Dieses Konferenz-Paper erwähnt ...
growth mindset
Hochschule
Dieses Konferenz-Paper erwähnt vermutlich nicht ... 
Nicht erwähnte Begriffe | fixed mindset, Informatik-Didaktik, Informatikunterricht in der Schule, Universität |
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8 Erwähnungen
- Koli Calling 2010 - 10th Koli Calling International Conference on Computing Education Research, Koli Calling '10, Koli, Finland, October 28-31, 2010 (Carsten Schulte, Jarkko Suhonen) (2010)
- Building theory about computing education phenomena - a discussion of grounded theory (Päivi Kinnunen, Beth Simon) (2010)
- Building theory about computing education phenomena - a discussion of grounded theory (Päivi Kinnunen, Beth Simon) (2010)
- ICER 2017 - Proceedings of the 2017 ACM Conference on International Computing Education Research, ICER 2017, Tacoma, WA, USA, August 18-20, 2017 (Josh Tenenberg, Donald Chinn, Judy Sheard, Lauri Malmi) (2017)
- An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses (Holger Danielsiek, Laura Toma, Jan Vahrenhold) (2017)
- An Instrument to Assess Self-Efficacy in Introductory Algorithms Courses (Holger Danielsiek, Laura Toma, Jan Vahrenhold) (2017)
- ICER 2019 - Proceedings of the 2019 ACM Conference on International Computing Education Research, ICER 2019, Toronto, ON, Canada, August 12-14, 2019 (Robert McCartney, Andrew Petersen, Anthony V. Robins, Adon Moskal) (2019)
- Computing Education Theories - What Are They and How Are They Used? (Lauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, Jane Sinclair) (2019)
- Computing Education Theories - What Are They and How Are They Used? (Lauri Malmi, Judy Sheard, Päivi Kinnunen, Simon, Jane Sinclair) (2019)
- ICER 2020 - International Computing Education Research Conference, Virtual Event, New Zealand, August 10-12, 2020 (Anthony V. Robins, Adon Moskal, Amy J. Ko, Renée McCauley) (2020)
- WiPSCE '20 - Workshop in Primary and Secondary Computing Education, Virtual Event, Germany, October 28-30, 2020 (Torsten Brinda, Michal Armoni) (2020)
- Learning to program - the gap between school world and everyday world (Gert Braune, Andreas Mühling) (2020)
- Learning to program - the gap between school world and everyday world (Gert Braune, Andreas Mühling) (2020)
- Debugging im Informatikunterricht (Tilman Michaeli) (2020)
- Informatik für alle - Beitrag und exemplarische Ausgestaltung informatischer Bildung als Grundlage für Bildung in der digitalen Transformation (Stefan Seegerer) (2021)
- Förderung mediendidaktischer und informatischer Kompetenzen von Lehramtsstudierenden (Leona S. Kruse) (2024)
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| Experiencing programming assignments in CS1: Fulltext at the ACM Digital Library (:  , 96 kByte; :  Link unterbrochen? Letzte Überprüfung: 2020-11-28 Letzte erfolgreiche Überprüfung: 2020-10-28) |
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