M.Ed. / Computer Studies as a school subject consists of a theory and a practical component. The practical component refers to programming. In programming the student has to design a algorithm. Problems can be solved with step by step approaches which lead to the final instruction that will solve the problem. This sequence of instructions that lead to problem solving is called an algorithm. There is more than one algorithm that will solve the same problem. There is no fixed recipe but only guidelines that assist the student to design an algorithm. During the designing of an algorithm the student gets the opportunity to be creative. The practical component of computer studies provides the ideal situation in which the student can solve a problem in his own way. Because of the nature of computer studies which is problem solving the opportunity arises where one can expose his creative talent. The situation unfortunately today exists where some teachers lack experience and training. To determine whether a specific algorithm solves a problem the inexperienced teacher should use a computer. Teachers that prefer to mark algorithms with a memorandum hamper the creativity of students. Although most teachers do have the necessary academic background they were not properly trained in the subject didactics of computer studies.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-08-24T12:50:36Z No. of bitstreams: 1 Mario Madureira Fontes.pdf: 94224761 bytes, checksum: 0d01cb5af73fd93f89f5bc68f2a6268b (MD5) / Made available in DSpace on 2017-08-24T12:50:39Z (GMT). No. of bitstreams: 1 Mario Madureira Fontes.pdf: 94224761 bytes, checksum: 0d01cb5af73fd93f89f5bc68f2a6268b (MD5) Previous issue date: 2017-08-15 / The motivation for developing this thesis stems from the wish to find ways t o make the learning of computational concepts easier . The objective of this work is to contribute to the learning/teaching of computational concepts based on narrative learning and critical thinking approaches. In order to develop this objective , OCC-RDD narratives and instructional card games were chosen as instruments. A mechanism called puzzle triggers was conceptualized and integrated in these instruments, and thanks to the introduction of this concept, a very important distinction was made possible: the puzzles correspond to problem-solving oriented cognitive actions, which enable the interpreter to construct puzzles in their mind. As the puzzle triggers evoque puzzles, they are thought to engage the students in the learning context. Conceptualizing the mechanism of puzzle triggers to be integrated in the OCC-RDD narratives and in instructional card games follows a dynamic and constructivist approach based on critical thinking. Three questions were posed and discussed in this work: how can puzzle triggers be structured in OCC-RDD narratives and in card games so that the student develops the kind of logical thinking necessary to acquire computational concepts? How to arouse puzzles within the OCC-RDD scenes and in the process of creating intructional card games? Are there puzzle triggers which are more adequate to be integrated in certain types of OCC-RDD narrative scenes and in certain stages of instructional card games? In order to answer these questions, case studies involving the application of a proposal to teaching computacional concepts to students attending Engineering and Digital Course Games were made. In this teaching proposal, puzzle triggers and puzzles were introduced in OCC-RDD narratives and instructional card games. In order to develop these studies, a guideline for developing OCC-RD narratives and instructional card games was developed. As research hypotheses, the following were proposed: puzzle triggers evoque puzzles and these are essential for developing and structuring critical thinking as students learn a new concept. The introduction of puzzle triggers turned out to be successful, because they stimulated planning, pondering, and evaluating of intervening factors, as well as the process of making decisions and taking actions in order to solve problems. As they performed the activities evoked by the puzzle triggers, the students were able to evaluate the problems they faced from multiple points of view and in this way, they were able to develop critical thinking and reasoning, using strategies and realizing representations to solve problems / A motivação para o desenvolvimento desta tese decorre da intenção de fornecer subsídios para facilitar a aprendizagem de conceitos computacionais. O objetivo geral consiste em contribuir para o ensino-aprendizagem de conceitos computacionais a partir de uma abordagem fundamentada em aprendizagem narrativa e pensamento crítico. Para desenvolver esse objetivo, foram utilizados como instrumentos, narrativas OCC-RDD e jogos de cartas instrucionais e nesses integrado um mecanismo denominado gatilhos de desafios. Com a introdução desse conceito, uma distinção importante é formalizada: os desafios correspondem às ações cognitivas que se orientam para a resolução de problemas, enquanto os gatilhos de desafios concernem os estímulos que levam o solucionador a interpretá-los e construir em sua mente os desafios. Considera-se que os gatilhos de desafios, pela potencialidade em desencadear desafios, podem ser utilizados para engajar os estudantes no contexto de aprendizagem. A formalização do conceito de gatilhos de desafios como mecanismo a ser incorporado em roteirização de narrativas instrucionais e de jogos de cartas instrucionais contempla uma visão da aprendizagem como uma atividade dinâmica e construtivista alicerçada em pensamento crítico. Três questões são postuladas e discutidas: como os desafios podem ser estruturados em narrativas escritas com a técnica OCC-RDD ou em jogos de cartas para levar o estudante a desenvolver o raciocínio lógico necessário para a aquisição de conceitos de computação?; como suscitar os desafios dentro das cenas das narrativas OCC-RDD e dentro do processo de criação dos jogos de cartas?; há gatilhos de desafios que se adequam melhor a certos tipos de cenas de narrativas OCC-RDD e a certas etapas de jogos de cartas instrucionais?. Para respondê-las, foram desenvolvidos estudos de caso que envolveram aplicação de uma proposta de ensino de conceitos computacionais com o uso de gatilhos de desafios e desafios introduzidos em narrativas OCC-RDD e em jogos de cartas instrucionais para alunos dos cursos de Engenharia e de Jogos Digitais. Para desenvolver esses estudos, foi elaborado um roteiro para a criação e o desenvolvimento das narrativas OCC-RDD e dos jogos de cartas instrucionais. Como hipóteses de pesquisa, foram postuladas: os gatilhos de desafios desencadeiam desafios e estes são essenciais para o desenvolvimento e a estruturação do pensamento crítico dos estudantes ao aprenderem um novo conceito; os gatilhos de desafios conferem um aspecto de dinamicidade ao serem inseridos em narrativas e jogos de cartas. Os gatilhos de desafios mostraram-se eficazes, pois estimularam, pela criação do desafio, o planejamento, a reflexão, a avaliação de fatores intervenientes, a tomada de decisões e o agir para a solução dos problemas. Ao executarem as tarefas sugeridas pelos gatilhos de desafios, os estudantes realizaram uma confiável avaliação do problema a ser solucionado a partir de múltiplos pontos de vista e, dessa maneira, desenvolveram o pensamento crítico, ou seja, a capacidade de raciocinar, de empregar estratégias e de realizar representações para solucionar problemas

The purpose of this qualitative study was to describe how novice students solved computer programming problems in a beginning college level computer science (CS) course with an introduction to object-oriented programming (OOP) and what knowledge they obtained about OOP and computer problem solving (CPS) as a result of their experiences. Additionally, this descriptive study attempted to characterize the instruction provided to students in a beginning CS course as well as students' CPS strategies. An introduction to computer science class at the college level was selected for the sample. One experienced instructor and four students participated in this study. Data were collected through classroom observations, interviews with the instructor and students, classroom documents and researcher's journals. The analysis of the results revealed a teacher-centered instruction focused on syntactical details with an emphasis on the imperative paradigm and an introduction to object-oriented aspects of the C++ language. Results revealed that to develop the solution code for the given problems, students consistently approached them without a comprehensive written plan/design. The process students typically used in developing a solution for the given computer problem involved: (1) problem understanding, (2) preliminary problem analysis, (3) reliance on examples and (4) trial-and-error. Students typically approached debugging syntax and logic errors by (1) following the compiler generated messages, (2) using trial-and-error, (3) performing a desk-check strategy and (4) using the VISUAL C++ debugger. This study identified the features of CPS and OOP learning that can be studied for identifying how students approach CPS and OOP processes in other object-oriented languages (such as JAVA) and how their CPS and OOP processes develop as compared to C++. Differences in programming performances were found among males and females. Males in this study were more comfortable with the mechanical-orientation of programming as compared with their female counterparts. Future research is needed in CPS and OOP to explore gender issues in learning OOP languages. This study identified potential student CPS and OOP learning processes and factors using a qualitative approach. Future research should investigate the factors effecting introductory CS problem solving using a quantitative methodology or perhaps a combination of qualitative and quantitative approaches. / Graduation date: 2003

Computing education requires qualified computing teachers. The reality is that too few high schools in the U.S. have computing/computer science teachers with formal computer science (CS) training, and many schools do not have CS teacher at all. Moreover, teacher retention rate is often low. Beginning teacher attrition rate is particularly high in secondary education. Therefore, in addition to the need for preparing new CS teachers, we also need to support those teachers we have recruited and trained to become better teachers and continue teaching CS. Teacher education literature, especially teacher identity theory, suggests that a strong sense of teacher identity is a major indicator or feature of committed, qualified teachers. However, under the current educational system in the U.S., it could be challenging to establish teacher identity for high school (HS) CS teachers, e.g., due to a lack of teacher certification for CS. This thesis work centers upon understanding the sense of identity HS CS teachers hold and exploring ways of supporting their identity development through a professional development program: the Disciplinary Commons for Computing Educators (DCCE). DCCE has a major focus on promoting reflection on teaching practice and community building. With scaffolded activities such as course portfolio creation, peer review and peer observation among a group of HS CS teachers, it offers opportunities for CS teachers to explicitly reflect on and narrate their teaching, which is a central process of identity building through their participation within the community. In this thesis research, I explore the development of CS teacher identity through professional development programs. I first conducted an interview study with local HS CS teachers to understand their sense of identity and factors influencing their identity formation. I designed and enacted the professional program (DCCE) and conducted case studies with DCCE participants to understand how their participation in DCCE supported their identity development as a CS teacher. Overall,I found that these CS teachers held different teacher identities with varied features related to their motivation and commitment in teaching CS. I identified four concrete factors that contributed to these teachers' sense of professional identity as a CS teacher. I addressed some of these issues for CS teachers' identity development (especially the issue of lacking community) through offering professional development opportunities with a major focus on teacher reflection and community building. Results from this work indicate a potential model of supporting CS identity development, mapping the characteristics of the professional development program with particular facets of CS teacher identity. This work offers further understanding of the unique challenges that current CS teachers are facing in their CS teaching, as well as the challenges of preparing and supporting CS teachers. My findings also suggest guidelines for teacher education and professional development program design and implementation for building committed, qualified CS teachers in ways that promote the development of CS teacher identity.

published_or_final_version / Education / Master / Master of Education

M.Ed. / Renewal represents an improvement in accepted existing practice. This implies that the old practice is just not good enough any longer. Similarly, the knowledge and training base of lecturers at technical colleges fell short with the introduction of the new National Intermediate Certificate, as well as the National Senior Certificate in 1992. The subject-related problems which emerged, could have been solved by various techniques. The quality circle, self-directed work team and support groups, are three group-related problem-solving techniques to be assessed in this study. The three techniques share group participation as a common characteristic. Each of these techniques still maintains a unique approach and method in solving a problem. One would have a remarkable problem-solving technique if one could capitalise on all the positive aspects of the various techniques. The introduction of the new National Intermediate Certificate and the National Senior Certificate, is a direct result of adherence to community needs. The new courses demanded implementation of computer training in various fields of study at technical colleges. A curriculum analysis focusing on Parktown College, led to the identification of three fields of study affected by the introduction of the computer. Lecturers responsible for computer training experienced and still experience various problems. These problems were identified by means of a focus group interview.

Lee Yun-wing. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2001. / Includes bibliographical references (leaves 87-92). / Abstracts in English and Chinese. / Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Background --- p.1 / Chapter 1.2 --- Motivation and Objectives --- p.3 / Chapter 1.3 --- Organization of Thesis --- p.4 / Chapter 2 --- Review of Related Work --- p.5 / Chapter 2.1 --- Traditional Education Theory --- p.6 / Chapter 2.1.1 --- Integrative Learning Model --- p.6 / Chapter 2.1.2 --- Problem-Based Learning --- p.7 / Chapter 2.1.3 --- Cognitive Apprenticeship --- p.8 / Chapter 2.1.4 --- Conversational Model --- p.9 / Chapter 2.1.5 --- Self-Regulated Learning --- p.10 / Chapter 2.1.6 --- Seven Principles for Good Practice for Education --- p.11 / Chapter 2.2 --- Online Learning Examples --- p.13 / Chapter 2.3 --- Web sites Comparison --- p.30 / Chapter 2.4 --- Chapter Summary --- p.38 / Chapter 3 --- An On-line learning model --- p.39 / Chapter 3.1 --- Conceptual Design --- p.39 / Chapter 3.2 --- Software architecture --- p.51 / Chapter 3.2.1 --- Authentication --- p.53 / Chapter 3.2.2 --- Courseware studying --- p.54 / Chapter 3.2.3 --- Quiz retrieval --- p.55 / Chapter 3.2.4 --- Performance Monitoring --- p.57 / Chapter 3.3 --- Chapter Summary --- p.58 / Chapter 4 --- Demonstration --- p.59 / Chapter 4.1 --- Account Management --- p.60 / Chapter 4.2 --- Courseware --- p.62 / Chapter 4.3 --- Quiz --- p.68 / Chapter 4.4 --- Email address list and newsgroup --- p.76 / Chapter 4.5 --- Instructor Area --- p.77 / Chapter 4.6 --- Chapter Summary --- p.80 / Chapter 5 --- Conclusion and Future Work --- p.82 / Chapter 5.1 --- Conclusion --- p.82 / Chapter 5.2 --- Future work --- p.85 / Bibliography --- p.87

This study examined how a multimedia-based cognitive tool (MCT) facilitates novices' conceptual understanding of object-oriented programming (OOP). The tool used in this study was CSNüb, a game template created in Adobe Flash. The MCT design framework guided CSNüb's design. The MCT design framework was synthesized from literature on constructivist, multimedia, and motivation learning theories and computer-based cognitive tool design principles. Students worked with CSNüb to develop a simple role-playing game (RPG). Through clinical interviews and process tracing methods, it was found that CSNüb affected novice computer science students' conceptual understanding of OOP through five cognitive processes and factors: cognitive disequilibrium evoked through multimedia-based feedback, exploring for resources that scaffold understanding, changing the level of awareness of the "bigger picture" and ability for higher-level thinking, and consistent refinement of solutions and mental models within the problem space. The five cognitive processes and factors were found to be the result of three levels of interaction with CSNüb. At the Tool Level, students received conflicting information, generally through multimedia-based feedback from the CSNüb, which placed students in states of disequilibrium. At the Interaction Level, students interacted with the CSNüb to resolve their disequilibrium through exploring resources within the tool and refining their solution. They were able to experiment and test out their understanding on OOP. At the Cognitive Level, students used the resources as cognitive scaffolds found through exploration, which in turn, increased the degree of awareness and influenced the level at which they understood the object-oriented system. The five cognitive processes and factors through the three levels of interaction were formed into one model--the MCT Interaction Model (MCTIM)--as a general explanation for how MCTs, such as CSNüb, affects novice students' conceptual understanding. / text

Die tesis is voorgelê ter verwerwing van die graad: Magister in Opvoedkunde aan die: Cape Peninsula University of Technology, 2012. Afrikaanse abstrak: Hierdie navorsing het die gebruik van probleemoplossings-onderrigtegnieke deur onderwysers in die Rekenaartoepassingstegnologie (RTT) –klaskamer ondersoek. Kriteria ten opsigte van probleemoplossingsvaardighede soos uiteengesit in die Nasionale Kurrikulumverklaring (NKV ) en die Nasionale Kurrikulum- en Assesserings- Beleidsverklaring (NKABV) vir RTT was toegepas in hierdie studie. RTT word slegs vanaf graad 10 in die verdere onderwys- en opleidingfase (VOO) as „n keusevak aangebied. Dus was die navorser se fokus op die omliggende sekondêre skole wat RTT aanbied. Die navorsing konsentreer op die onderwyser en sy toepassing van probleemoplossings-onderrigtegnieke. Die navorser het gebruik gemaak van gevallestudie as navorsingsontwerp en konstruktivisme as raamwerk toegepas. Klaskamer-observasies, onderhoude en beide formele en onderwyser - geskepte dokumente het gedien as bronne vir data. Die data was tematies ontleed om die betekenis daarvan te ontgin. Die analise van die data dui aan dat respondente nie aan die vereistes gestel deur die NKABV en NKV, ten opsigte van die aanbieding en assessering van probleemoplossings-onderrigtegnieke, voldoen nie. Die navorser beveel aan dat „n moontlike oplossing vir die onderwyser-respondente se gebrek aan kennis en onderrigvaardighede met betrekking tot probleemoplossings-onderrigtegnieke kan wees dat daar spesifieke kursusse oor hierdie onderwerp aangebied word. Die navorsing skep ook ʼn geleentheid vir tersiêre instellings om hulle kurrikula en opleidingsprogramme sodanig aan te pas ten einde die leemtes, soos uitgewys deur die navorsing, aan te spreek. / This research explored the utilization of problem solving techniques by Computer Applications Technology (CAT) teachers in grade 11. The requirements and criteria as set out in the National Curriculum Statement (NCS) and the National Curriculum and Assessment Policy Statement (CAPS), were applied in this study. CAT is only introduced in grade 10 in the Further Education and Training (FET) phase. The researcher thus focussed on the surrounding schools that offer CAT as a subject. The research focussed on the teacher and the teaching of problem solving techniques in CAT. The researcher used a case study design and employed a constructivism as the theoretical framework. Classroom observations, interviews and both teacher generated and formal documents served as data sources. A thematic analysis approach was adopted to make sense of the data. The analysis of the different data sources indicated that the respondents did not fully comply with the requirements set by the NCS and CAPA with reference to the teaching of problem solving techniques in CAT. The researcher recommends that courses are presented to address the gaps in the knowledge and skills of teachers in CAT referring to problem solving techniques. This creates both the opportunity and challenge to tertiary institutions to align their curricula and training programmes to address the gaps identified by this research.

The Unified Modeling Language (UML) became part of the curriculum in the Department of Computer Science at California State University, San Bernardino (CSUSB) in September 1997. The intent was to integrate the object-oriented paradigm in the undergraduate courses. Subsequently, this use has shifted to the graduate level. The purpose of this thesis is: 1) to determine what the students know about UML, 2) to reveal if the students were using UML, 3) to clarify how students use the UML.