Students often struggle with advanced computing courses, and comparatively few studies have looked into the reasons for this. It seems that learners do not master the most basic concepts, or forget them between courses. If so, remedial practice could improve learning, but instructors rightly will not use scarce time for this without strong evidence. Based on personal observation, program tracing seems to be an important pre-requisite skill, but there is yet little research that provides evidence for this observation. To investigate this, our group will create theory-based assessments on how tracing knowledge affects learning of advanced topics, such as data structures, algorithms, and concurrency. This working group will identify relevant concepts in advanced courses, then conceptually analyze their pre-requisites and where an imagined student with some tracing difficulties would encounter barriers. The group will use this theory to create instructor-usable assessments for advanced topics that also identify issues caused by poor pre-requisite knowledge. These assessments may then be used at the start and end of advanced courses to evaluate to what extent students’ difficulties with the advanced course originate from poor pre-requisite knowledge.

Assessing How Pre-requisite Skills Affect Learning of Advanced Concepts / G.L. Nelson, F. Strömbäck, A. Korhonen, I. Albluwi, M. Begum, B. Blamey, K.H. Jin, V. Lonati, B. Mackellar, M. Monga - In: ITiCSE '20: Proceedings / [a cura di] M. Giannakos, G. Sindre. - [s.l] : ACM, 2020 Jun. - ISBN 9781450368742. - pp. 506-507 (( Intervento presentato al 25. convegno ACM Conference on Innovation and Technology in Computer Science Education tenutosi a Trondheim nel 2020 [10.1145/3341525.3394990].

Assessing How Pre-requisite Skills Affect Learning of Advanced Concepts

Lonati, Violetta;Monga, Mattia
2020-06

Abstract

Students often struggle with advanced computing courses, and comparatively few studies have looked into the reasons for this. It seems that learners do not master the most basic concepts, or forget them between courses. If so, remedial practice could improve learning, but instructors rightly will not use scarce time for this without strong evidence. Based on personal observation, program tracing seems to be an important pre-requisite skill, but there is yet little research that provides evidence for this observation. To investigate this, our group will create theory-based assessments on how tracing knowledge affects learning of advanced topics, such as data structures, algorithms, and concurrency. This working group will identify relevant concepts in advanced courses, then conceptually analyze their pre-requisites and where an imagined student with some tracing difficulties would encounter barriers. The group will use this theory to create instructor-usable assessments for advanced topics that also identify issues caused by poor pre-requisite knowledge. These assessments may then be used at the start and end of advanced courses to evaluate to what extent students’ difficulties with the advanced course originate from poor pre-requisite knowledge.
computer science education; concurrency; data structures and algorithms; tracing
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Utilizza questo identificativo per citare o creare un link a questo documento: http://hdl.handle.net/2434/738523
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