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

This study examined the effects of specially designed thinking journal activities that have been attributed with encouraging reflective thinking, on instruction using generic, or content-free problem solving software. Sixty-three fourth grade students participated in four instructional sessions using a software package called Moptown Hotel. Students completed separate posttests that measured (1) performance on problems of the same kind as those used in instruction, and (2) transfer of skills to other kinds of problems. Scores of students who wrote thinking journals prior to testing were compared with scores of students who did not. Results indicate that students who wrote thinking journals performed the same as students who did not when tested on problems similar to those practiced in class. Tests in which students transferred their skills to word problems, however, produced significant differences. There was no significant difference between scores when averaged over all four weekly occasions. However, for the final session alone, students who wrote thinking journals scored higher on tests of problem solving transfer than students who did not (p < .01). The study also examined the relationship between the degree of metacognitive thought displayed in students' journal entries, and their measured problem solving ability. Results indicate that students who had higher average reflectivity scores also had higher average problem solving performance and transfer scores (p < .05). It was also noted that the significant relationship between reflectivity and scores of problem solving ability was only observed in male students. It was concluded that under the right conditions, and for the right kinds of problems, thinking journal writing can help students understand their own thinking processes, resulting in improved problem solving behavior. The study also raises the question of whether there are differences between the ways that male and female students apply metacognitive awareness gained through journal writing experiences.

Change-point detection in hazard rate function is an important research topic in survival analysis. In this dissertation, we firstly review existing methods for single change-point detection in piecewise exponential hazard model. Then we consider the problem of estimating the change point in the presence of right censoring and long-term survivors while using Kaplan-Meier estimator for the susceptible proportion. The maximum likelihood estimators are shown to be consistent. Taking one step further, we propose an counting process based and least squares based change-point detection algorithm. For single change-point case, consistency results are obtained. We then consider the detection of multiple change-points in the presence of long-term survivors via maximum likelihood based and counting process based method. Last but not least, we use a weighted least squares based and counting process based method for detection of multiple change-points with long-term survivors and covariates. For multiple change-points detection, simulation studies show good performances of our estimators under various parameters settings for both methods. All methods are applied to real data analyses. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

本研究旨在透過職前教師資訊問題解決課程之設計及實施，以了解及提升職前教師利用互聯網解決資訊問題的能力及了解課程的成效。研究以Eisenberg & Berkowitz 的Big 6 及認知心理學中的問題空間中起始狀態、中間狀態及目標狀態作為論文架構。本研究採用了量化和質化取向，以探討三個研究問題：首先，探討在實施資訊問題解決課程前職前教師的解決資訊問題能力。然後，探討職前教師在實施資訊問題解決課程後的轉變，這包括職前教師所能掌握及未能掌握的技能和擁有不同解決資訊問題能力的職前教師之學習情況。最後，本研究會討論職前教師在解決資訊問題時所遇見的困難，並檢視整個資訊問題解決課程之成效及可改進的地方。 / 本研究對象為研究者所任教的職前教師，人數為29人。所有的對象均需要在課程實施前及課程實施後填寫職前教師資訊問題解決問卷、完成資訊問題選擇題測驗及解決一個實際的資訊問題工作，以了解職前教師在課程前後對解決資訊問題的自我認知和實際能力。同時，為了解職前教師在課程學習時的過程，在課程實施時提供相關的工作紙以作記錄。根據職前教師在解決資訊問題時的表現，本研究選取了四名職前教師進行訪談，以更深入了解職前教師在解決問題時的學習情況及所面對的困難。 / 研究結果顯示，本研究所設計的課程能有效協助職前教師解決資訊問題。他們在課程前已擁有較佳的起始狀態，但中間狀態和目標狀態中的能力稍遜。在課程實施後，他們的能力有實質的改變。除了能定義問題外，他們更能指出搜尋引擎以外的資訊來源、利用搜尋關鍵字、採用評估資料準則並能夠利用互聯網工具管理資訊。但結果也顯示他們有不少可改進的地方，如可更了解問題的要求、資訊來源對問題的貢獻、不同類型關鍵字、進階檢索的使用、評估資訊對問題的貢獻及組織資訊的方法等。他們出現困難的主要原因包括未能掌握較深入的技巧、對問題的信心和態度、網絡資源的限制及課程的安排。 / The study aims to understand the ability of information problem solving (IPS) and the effectiveness of IPS curriculum. By integrating Big6 model and problem space concept in cognitive psychology, this study employed both quantitative and qualitative approach to answer three research questions: (1) What are the IPS skills of pre-service teachers before implementing the IPS curriculum? (2) What are the effects of IPS curriculum? (3) What are the difficulties of pre-service teachers in solving information problem? / 29 pre-service teachers participated in this research. All of them required to work on questionnaire, test and information task before and after curriculum implementation. In order to understand the difficulties in solving information problem, four of them participated in in-depth interview. / Result revealed that the curriculum demonstrated significant improvement in the ability of information problem solving. Before the curriculum implementation, they had poor performance in intermediate state and goal state. After the curriculum implementation, they had ability to define the problem, list information source, use basic keywords, employ evaluation criteria and manage information by using web tools. However, there are several ways to improve. For example, to understand the requirements of problem, to understand the contribution of information sources, to use different type of keywords and advanced search statements, to understand the contribution of web evaluation and to understand how to organize information. The reasons of difficulties in solving information problem have been addressed. It includes the complexity in information problem solving skills, the attitudes and confidence of handling problem, the limitation of web resources and the arrangement of the curriculum. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄧高瑋. / Thesis (Ed.D.)--Chinese University of Hong Kong, 2013. / Includes bibliographical references (leaves 176-187). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in Chinese and English. / Deng Gaowei. / Chapter 第1章 --- 導論 --- p.1 / Chapter 1.1 --- 研究背景 --- p.1 / Chapter 1.1.1 --- 問題解決與資訊問題解決的重要性 --- p.1 / Chapter 1.1.2 --- 職前教師對資訊問題解決的需要 --- p.2 / Chapter 1.1.3 --- 資訊問題解決課程的需要 --- p.2 / Chapter 1.2 --- 研究目的及研究問題 --- p.3 / Chapter 1.3 --- 研究意義 --- p.4 / Chapter 1.3.1 --- 可以豐富問題解決的方法 --- p.4 / Chapter 1.3.2 --- 深入了解職前教師解決問題過程 --- p.4 / Chapter 1.3.3 --- 可以提升職前教師解決問題的技巧 --- p.5 / Chapter 第2章 --- 文獻綜述 --- p.6 / Chapter 2.1 --- 問題與問題解決 --- p.6 / Chapter 2.1.1 --- 問題的定義 --- p.6 / Chapter 2.1.2 --- 資訊問題的定義 --- p.8 / Chapter 2.1.3 --- 問題解決的概念 --- p.10 / Chapter 2.2 --- 資訊問題解決模式 --- p.11 / Chapter 2.2.1 --- Big6資訊問題解決模式 --- p.11 / Chapter 2.2.2 --- Big6與資訊問題解決能力 --- p.14 / Chapter 2.2.3 --- Big6實證研究 --- p.15 / Chapter 2.3 --- 資訊問題與資訊素養 --- p.19 / Chapter 2.3.1 --- 資訊素養的定義 --- p.19 / Chapter 2.3.2 --- 資訊素養與資訊問題解決的關係 --- p.20 / Chapter 2.3.3 --- 資訊素養架構 --- p.20 / Chapter 2.4 --- 資訊問題解決的課程教學 --- p.23 / Chapter 2.4.1 --- 教學目標 --- p.23 / Chapter 2.4.2 --- 課程教學策略 --- p.24 / Chapter 2.4.3 --- 資訊問題解決能力的評估 --- p.26 / Chapter 2.4.3.1 --- 問卷調查 --- p.26 / Chapter 2.4.3.2 --- 測驗及工作 --- p.27 / Chapter 第3章 --- 研究設計與方法 --- p.30 / Chapter 3.1 --- 研究的基本框架與研究問題 --- p.30 / Chapter 3.1.1 --- 研究目的及研究問題 --- p.30 / Chapter 3.1.2 --- 研究框架 --- p.30 / Chapter 3.2 --- 研究方法設計 --- p.33 / Chapter 3.3 --- 研究流程 --- p.35 / Chapter 3.3.1 --- 研究對象 --- p.35 / Chapter 3.3.2 --- 資訊問題解決課程安排 --- p.36 / Chapter 3.3.2.1 --- 課程編排及課程內容 --- p.36 / Chapter 3.3.2.2 --- 課程教學策略 --- p.38 / Chapter 3.3.3 --- 數據收集工具 --- p.41 / Chapter 3.3.3.1 --- 問卷調查 --- p.42 / Chapter 3.3.3.2 --- 資訊問題解決測驗 --- p.43 / Chapter 3.3.3.3 --- 資訊問題工作及課堂工作紙 --- p.44 / Chapter 3.3.3.4 --- 訪談 --- p.47 / Chapter 3.4 --- 資料分析 --- p.49 / Chapter 3.4.1 --- 量化數據的分析 --- p.49 / Chapter 3.4.2 --- 質化數據的分析 --- p.50 / Chapter 第4章 --- 研究結果─問卷、測驗及工作 --- p.52 / Chapter 4.1 --- 問卷結果 --- p.52 / Chapter 4.1.1 --- 起始狀態 --- p.53 / Chapter 4.1.2 --- 中間狀態：尋求資訊來源 --- p.55 / Chapter 4.1.3 --- 中間狀態：搜尋資訊 --- p.57 / Chapter 4.1.4 --- 中間狀態：評估資訊 --- p.60 / Chapter 4.1.5 --- 目標狀態 --- p.63 / Chapter 4.2 --- 測驗結果 --- p.67 / Chapter 4.2.1 --- 中間狀態：尋求資訊來源 --- p.68 / Chapter 4.2.2 --- 中間狀態：搜尋資訊 --- p.69 / Chapter 4.2.3 --- 中間狀態：評估資訊 --- p.71 / Chapter 4.3 --- 工作結果 --- p.73 / Chapter 4.3.1 --- 工作結果之交互評分者信度 --- p.74 / Chapter 4.3.2 --- 起始狀態 --- p.75 / Chapter 4.3.2.1 --- 題目要求與問題的撰寫 --- p.76 / Chapter 4.3.2.2 --- 主問題及子問題的撰寫 --- p.77 / Chapter 4.3.2.3 --- 資訊需要 --- p.79 / Chapter 4.3.3 --- 中間狀態：尋求資訊來源 --- p.82 / Chapter 4.3.3.1 --- 資訊來源的種類和數量 --- p.83 / Chapter 4.3.3.2 --- 最佳資訊來源 --- p.85 / Chapter 4.3.4 --- 中間狀態：搜尋資訊 --- p.86 / Chapter 4.3.4.1 --- 關鍵字的使用 --- p.87 / Chapter 4.3.4.2 --- 搜尋語句的使用 --- p.89 / Chapter 4.3.4.3 --- 搜尋策略 --- p.91 / Chapter 4.3.5 --- 中間狀態：評估資訊 --- p.93 / Chapter 4.3.5.1 --- 評估資訊的準則 --- p.93 / Chapter 4.3.5.2 --- 評估資訊的能力 --- p.94 / Chapter 4.3.6 --- 目標狀態 --- p.97 / Chapter 4.3.6.1 --- 組織資訊的工具 --- p.98 / Chapter 4.3.6.2 --- 組織資訊的能力 --- p.100 / Chapter 4.3.6.3 --- 整合資訊策略的描述 --- p.104 / Chapter 4.4 --- 小結 --- p.107 / Chapter 第5章 --- 研究結果─訪談與課堂學習表現 --- p.109 / Chapter 5.1 --- 個案樣本的選取 --- p.109 / Chapter 5.2 --- 個案的描述 --- p.112 / Chapter 5.3 --- 個案一：能力較高的參與者F --- p.113 / Chapter 5.3.1 --- 背景資料 --- p.113 / Chapter 5.3.2 --- 第一部份：起始狀態 --- p.113 / Chapter 5.3.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.114 / Chapter 5.3.4 --- 第三部份：中間狀態：搜尋資訊 --- p.115 / Chapter 5.3.5 --- 第四部份：中間狀態：評估資訊 --- p.116 / Chapter 5.3.6 --- 第五部份：目標狀態 --- p.117 / Chapter 5.3.7 --- 第六部份：對整體課程的意見 --- p.119 / Chapter 5.4 --- 個案二：能力一般的參與者G --- p.120 / Chapter 5.4.1 --- 背景資料 --- p.120 / Chapter 5.4.2 --- 第一部份：起始狀態 --- p.120 / Chapter 5.4.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.122 / Chapter 5.4.4 --- 第三部份：中間狀態：搜尋資訊 --- p.122 / Chapter 5.4.5 --- 第四部份：中間狀態：評估資訊 --- p.124 / Chapter 5.4.6 --- 第五部份：目標狀態 --- p.124 / Chapter 5.4.7 --- 第六部份：對整體課程意見 --- p.126 / Chapter 5.5 --- 個案三：能力稍遜的參與者H --- p.127 / Chapter 5.5.1 --- 背景 --- p.127 / Chapter 5.5.2 --- 第一部份：起始狀態 --- p.127 / Chapter 5.5.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.129 / Chapter 5.5.4 --- 第三部份：中間狀態：搜尋資料 --- p.129 / Chapter 5.5.5 --- 第四部份：中間狀態：評估資訊 --- p.131 / Chapter 5.5.6 --- 第五部份：目標狀態 --- p.132 / Chapter 5.5.7 --- 第六部份：對整體課程意見 --- p.133 / Chapter 5.6 --- 個案四：課程後能力大幅提升的參與者A --- p.134 / Chapter 5.6.1 --- 背景 --- p.134 / Chapter 5.6.2 --- 第一部份：起始狀態 --- p.134 / Chapter 5.6.3 --- 第二部份：中間狀態：尋求資訊來源 --- p.136 / Chapter 5.6.4 --- 第三部份：中間狀態：搜尋資訊 --- p.136 / Chapter 5.6.5 --- 第四部份：中間狀態：評估資訊 --- p.137 / Chapter 5.6.6 --- 第五部份：目標狀態 --- p.138 / Chapter 5.6.7 --- 第六部份：對整體課程的意見 --- p.140 / Chapter 第6章 --- 討論 --- p.141 / Chapter 6.1 --- 課程實施前的資訊問題解決能力 --- p.141 / Chapter 6.1.1 --- 起始狀態 --- p.141 / Chapter 6.1.2 --- 中間狀態：尋求資訊來源 --- p.142 / Chapter 6.1.3 --- 中間狀態：搜尋資訊 --- p.143 / Chapter 6.1.4 --- 中間狀態：評估資訊 --- p.144 / Chapter 6.1.5 --- 目標狀態 --- p.145 / Chapter 6.2 --- 課程實施後的改變 --- p.145 / Chapter 6.2.1 --- 起始狀態 --- p.146 / Chapter 6.2.2 --- 中間狀態：尋求資訊來源 --- p.149 / Chapter 6.2.3 --- 中間狀態：搜尋資訊 --- p.151 / Chapter 6.2.4 --- 中間狀態：評估資訊 --- p.154 / Chapter 6.2.5 --- 目標狀態 --- p.156 / Chapter 6.3 --- 職前教師解決問題的分析 --- p.158 / Chapter 6.3.1 --- 參與者在課程中已掌握的技能 --- p.158 / Chapter 6.3.2 --- 參與者遇到困難的地方 --- p.159 / Chapter 6.3.2.1 --- 未能掌握課堂所教授的技巧應用於問題解決上 --- p.159 / Chapter 6.3.2.2 --- 職前教師對解決問題的信心及態度 --- p.161 / Chapter 6.3.3.3 --- 網絡資源上的限制 --- p.162 / Chapter 6.3.3.4 --- 課程安排的影響 --- p.163 / Chapter 第7章 --- 結論、研究局限及建議 --- p.164 / Chapter 7.1 --- 研究結論 --- p.164 / Chapter 7.1.1 --- 職前教師解決資訊問題的能力 --- p.165 / Chapter 7.1.2 --- 資訊問題解決課程的成效 --- p.167 / Chapter 7.1.2.1 --- 自我認知部份 --- p.167 / Chapter 7.1.2.2 --- 實際解決問題的能力 --- p.167 / Chapter 7.1.2.3 --- 解決問題的困難 --- p.168 / Chapter 7.1.3 --- 改善現有課程的建議 --- p.169 / Chapter 7.1.3.1 --- 深化課程內容 --- p.169 / Chapter 7.1.3.2 --- 選取合適課題 --- p.170 / Chapter 7.1.3.3 --- 培養學習動機 --- p.170 / Chapter 7.1.3.4 --- 加強網絡資源的支援 --- p.171 / Chapter 7.1.3.5 --- 減輕學生的認知負荷 --- p.171 / Chapter 7.2 --- 研究局限 --- p.172 / Chapter 7.2.1 --- 時間上的不足 --- p.172 / Chapter 7.2.2 --- 研究的概括性 --- p.172 / Chapter 7.2.3 --- 研究設計的不足 --- p.173 / Chapter 7.2.4 --- 研究者的角色 --- p.173 / Chapter 7.3 --- 後續研究方向 --- p.174 / Chapter 7.3.1 --- 把資訊問題解決課程融入高中通識科 --- p.174 / Chapter 7.3.2 --- 資訊問題解決之縱貫性研究 --- p.175 / 參考文獻 --- p.176 / 附錄 --- p.188