This work presents two research efforts, one involving planetary science education research and a second involving the surface composition of Mars. In the former, student beliefs and reasoning difficulties associated with the greenhouse effect were elicited through student interviews and written survey responses from >900 US undergraduate non-science majors. This guided the development of the Greenhouse Effect Concept Inventory (GECI), an educational research tool designed to assess pre- and post-instruction conceptual understanding of the greenhouse effect. Three versions of this multiple-choice instrument were administered to >2,500 undergraduates as part of the development and validation process. In contrast to previous research efforts regarding causes, consequences, and solutions to the enhanced greenhouse effect, the GECI focuses primarily on the physics of energy flow through Earth's atmosphere. The GECI is offered to the science education community as a research tool for assessing instructional strategies on this topic.It was confirmed that the study population subscribes to several previously identified beliefs. These include correct understandings that carbon dioxide is an important greenhouse gas and the greenhouse effect increases planetary surface temperatures. Students also commonly associate the greenhouse effect with increased penetration of sunlight into and trapping of solar energy in the atmosphere. Students intermix concepts associated with the greenhouse effect, global warming, and ozone depletion. Reinforcing the latter concept, a majority believe that the Sun radiates most of its energy as ultraviolet light. Students also describe inaccurate and incomplete trapping models, which include permanent trapping, trapping through reflection, and trapping of gases and pollution. Another reasoning difficulty involves the idea that Earth's surface radiates energy primarily during the nighttime.The second research effort describes the distribution of chlorine on Mars measured by the Mars Odyssey Gamma Ray Spectrometer (GRS). The distribution of chlorine is heterogeneous across the surface, with a concentration of high chlorine centered over the Medusa Fossae Formation. The distribution of chlorine correlates positively with hydrogen and negatively with silicon and thermal inertia. Four mechanisms (aeolian, volcanic, aqueous, and hydrothermal) are discussed as possible factors influencing the distribution of chlorine measured within the upper few tens of centimeters of the surface.

The purpose of this study is to investigate student interactions with simulations, and teacher support of those interactions, within naturalistic high school physics classroom settings. This study focuses on data from two lesson sequences that were conducted in several physics classrooms. The lesson sequences were conducted in a whole class discussion format in approximately half of the class sections and in a hands-on-computer small group format in matched class sections. Analysis used a mixed methods approach where: (1) quantitative methods were used to evaluate pre-post data; (2) open coding and selective coding were used for transcript analysis; and (3) comparative case studies were used to consider the quantitative and qualitative data in light of each other and to suggested possible explanations. Although teachers expressed the expectation that the small group students would learn more, no evidence was found in pre-post analysis for an advantage for the small group sections. Instead, a slight trend was observed in favor of the whole class discussion sections, especially for students in the less advanced sections. In seeking to explain these results, qualitative analyses of transcript and videotape data were conducted, revealing that many more episodes of support for interpreting visual elements of the simulations occurred in the whole class setting than in the matched small group discussions; not only teachers, but, at times, students used more visual support moves in the whole class discussion setting. In addition, concepts that had been identified as key were discussed for longer periods of time in the whole class setting than in the matched small group discussions in six of nine matched sets. For one of the lesson sequences, analysis of student work on in-class activity sheets identified no evidence that any of the Honors or College Preparatory students in the small groups had made use in their thinking of the key features of the sophisticated and popular physics simulation they had used, while such evidence was identified in the work of many of the whole class students. Analysis of the whole class discussions revealed a number of creative teaching strategies in use by the teachers that may have helped offset the advantage of hands-on experience with the simulations and animations enjoyed by the small group students. These results suggest that there may exist whole class teaching strategies for promoting at least some of the active thinking and exploration that has been considered to be the strength of small group work, and appear to offer encouragement to teachers who do not have the resources to allow their classes to engage regularly in small group work at the computer. Furthermore, these examples suggest the somewhat surprising possibility that there may be certain instructional situations where there is an advantage to spending at least part of the time with a simulation or animation in a whole class discussion mode.

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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.

Senior university students taking an internationally distributed project course in computer systems find themselves in a complex learning situation. To understand how they experience computer systems and act in their learning situation, the what, the why, the how and the where of their learning have been studied from the students’ perspective. The what aspect concerns the students’ understanding of concepts within computer systems: network protocols. The why aspect concerns the students’ objectives to learn computer systems. The how aspect concerns how the students go about learning. The where aspect concerns the students’ experience of their learning environment. These metaphorical entities are then synthesised to form a whole. The emphasis on the students’ experience of their learning motivates a phenomenographic research approach as the core of a study that is extended with elements of activity theory. The methodological framework that is developed from these research approaches enables the researcher to retain focus on learning, and specifically the learning of computer systems, throughout. By applying the framework, the complexity in the learning is unpacked and conclusions are drawn on the students’ learning of computer systems. The results are structural, qualitative, and empirically derived from interview data. They depict the students’ experience of their learning of computer systems in their experienced learning situation and highlight factors that facilitate learning. The results comprise sets of qualitatively different categories that describe how the students relate to their learning in their experienced learning environment. The sets of categories, grouped after the four components (what, why, how and where), are synthesised to describe the whole of the students’ experience of learning computer systems. This study advances the discussion about learning computer systems and demonstrates how theoretically anchored research contributes to teaching and learning in the field. Its multi-faceted, multi-disciplinary character invites further debate, and thus, advances the field.

Computer programming is a core area in computer science education that involves practical as well as conceptual learning goals. The literature in programming education reports however that novice students have great problems in their learning. These problems apply to concepts as well as to practise. The empirically based research presented in this thesis contributes to the body of knowledge on students' learning by investigating the relationship between conceptual and practical learning in novice student learning of programming. Previous research in programming education has focused either on students' practical or conceptual learning. The present research indicates however that students' problems with learning to program partly depend on a complex relationship and mutual dependence between the two. The most significant finding is that practise, in terms of activities at different levels of proficiency, and qualitatively different conceptual understandings, have dimensions of variation in common. An analytical model is suggested where the dimensions of variation relate both to concepts and activities. The implications of the model are several. With the dimensions of variation at the center of learning this implies that when students discern a dimension of variation, related conceptual understandings and the meaning embedded in related practises can be discerned. Activities as well as concepts can relate to more than one dimension. Activities at a higher level of proficiency, as well as qualitatively richer understandings of concepts, relate to more dimensions of variation. Concrete examples are given on how variation theory and patterns of variation can be applied in teaching programming. The results can be used by educators to help students discern dimensions of variation, and thus facilitate practical as well as conceptual learning.

Research has shown that there are gaps in knowledge between newly hired and experienced professionals and that some of these gaps are related to concepts, such as the concepts of object orientation. This problem, and the fact that most computer science majors want to work in the software industry, leads to questions regarding why these gaps exist and how students can be better prepared for their future careers. Against this background, this thesis addresses two theme-based perspectives that focus on students' views of concepts in Computer Science. The first theme-based perspective investigated the existence of potential Threshold Concepts in Computer Science. Such concepts should be troublesome, transformative, irreversible, and integrative. Qualitative methods have been mainly used and empirical data have been collected through semi-structured interviews, concept maps, and written stories. The results identified two Threshold Concepts, suggested several more, and then described the ways in which these concepts have transformed students. The second theme-based perspective took a phenomenographic approach to find the variation in how students understand concepts related to the software profession. Data were collected via semi-structured interviews. In one study the interviews were held in connection with role-playing where students took on the role of a newly hired programmer. The results show a variety of ways to experience the addressed phenomena in the student collective, ranging from superficial views that often have a practical nature to more sophisticated understandings that reflect a holistic approach, including a professional point of view. Educators can use the results to emphasize concepts that are important from students' perspectives. The phenomenographic outcome spaces can help teachers to reflect upon their own ways of seeing contrasted with student conceptions. I have indicated how variation theory can be applied to open more sophisticated ways of seeing, which in this context stresses the professional aspects to help students prepare for becoming professional software developers.

The City of Dallas Environmental Education Initiative (EEI) is a hands-on, inquiry-based, K-12 water conservation education program that teaches students concepts about water and specific water conservation behaviors. Few descriptions and evaluations, especially quantitative in nature, of water conservation education programs have previously been conducted in the literature. This research measured the quantitative effects and impacts of the education program on water use in single-family homes in Dallas, Texas. A total of 2,122 students in 104 classrooms at three schools in the Dallas Independent School District received hands-on, inquiry-based water conservation education lessons and the average monthly water use (in gallons) in single-family homes was analyzed to measure whether or not there was a change in water use. The results showed that over a period of one calendar year the water use in the single-family homes within each school zone and throughout the entire research area in this study experienced a statistically significant decrease in water use of approximately 501 gallons per home per month (independent, t-test, p>0.001). Data from this research suggests that EEI is playing a role in decreasing the amount of water used for residential purposes. Additionally, this research demonstrates the use of a quantitative tool by which a water conservation education program’s effect on behavior change can be measured. This research shows great promise for reducing use and increasing the conservation of our world’s most precious resource.

Les micromondes de programmation sont des environnements restreints et interactifs, dans lesquels l’apprenant apprend en interagissant avec des entités visuelles ou tangibles, sémantiquement liées à des concepts de programmation formels. Ils favorisent l’assimilation de connaissances et la compréhension de concepts abstraits de programmation au moyen de métaphores visuelles et d’expériences ludiques. Cette thèse tente d’apporter des avancées théoriques et méthodologiques sur la conception et l’évaluation de tels environnements, qui sont connus pour avoir un grand potentiel sur l’apprentissage sans que cela ne soit démontré. Les micromondes étant des environnements d’apprentissage par le jeu, nous avons tout d’abord examiné la question du jeu et son lien à l’apprentissage. En nous appuyant sur une revue de la littérature, nous avons souligné au même titre que certains auteurs, la nécessité de distinguer le jeu-game (l’artefact informatique) du jeu-play (la situation qui découle des interactions avec le jeu-game). Le but étant de situer l’apprentissage et d’aboutir à des éléments de conception et d’évaluation de l’apprentissage. Nous nous sommes ensuite intéressés aux recherches en didactique de l’Informatique, afin d’identifier les approches d’enseignement les plus répandues visant à palier les difficultés d’apprentissage de la Programmation Orientée-Objet ( POO ) rencontrées par des débutants. Nous avons défini une nouvelle approche didactique pour l’introduction de la POO . Suite à cela, nous avons défini les dimensions de conception d’un micromonde, que nous désignons comme un système de représentation transitionnel, dans lequel l’apprenant développe des connaissances sur les concepts formels et abstraits de la programmation, suite à ses interactions avec l’interface du micromonde. Les avancées théoriques et méthodologiques apportées ont été mises en œuvre dans un nouveau micromonde de POO fondé sur un jeu de construction et d’animation 3D appelé PrOgO. PrOgO implémente un système de représentation transitionnel, dans lequel les concepts fondamentaux de la POO sont représentés par des graphiques 3D visuels et interactifs. Il crée un jeu-play qui découle des interactions de l’apprenant avec son interface. Jouer avec PrOgO consiste à imaginer, créer et animer des constructions 3D significatives. PrOgO peut également être déployé dans une classe multi-dispositifs, grâce au framework Tactileo conçu à cet effet. Dans l’évaluation de l’apprentissage, nous utilisons des méthodes relevant de l’analyse de l’apprentissage, par la collecte et l’analyse de traces d’interaction pour la classification et la caractérisation des apprenants. En complément à cela, nous examinons l’état des connaissances d’apprenants, au travers de tests de vérification de connaissances. Nous tentons également d’identifier par l’analyse statistique, les actions et les comportements d’apprenants qui déterminent leur progression dans l’évaluation pré/post de l’acquisition des connaissances. / Programming microworlds are small and interactive environments, in which the learner learns from his interactions with visual or tangible entities having a strong semantic link with formal programming concepts. They promote knowledge assimilation and abstract programming concepts understanding by the use of visual metaphors and play. This thesis attempts to contribute to theoretical and methodological advances regarding the design and the assessment of such environments, which are known to have a great potential on learning without any evidence on that. As microworlds are game based learning environments, we first examined the gaming issue and its relation to learning. Based on a literature review, we emphasized as some authors, the need to distinguish between the game (the computing artefact) and the play (the situation that is triggered by the interactions with the game). The purpose is to analyze learning and establish concepts that will guide the design and the evaluation of learning. Then we reviewed some research on Computer Science Education, with the view to identify some widespread teaching approaches that address beginners’ difficulties in learning Object-Oriented Programming (OOP). We defined a new didactic approach for OOP introduction. We then defined the design dimensions of a microworld, we refer to as a transitional representation system, in which the learner develops knowledge on programming abstract and formal concepts, as a result to his interactions with the microworld interface. We have implemented the theoretical and methodological advances we provided, in a new OOP microworld based on a 3D constructive and animation game called PrOgO. PrOgO implements a transitional representation system, in which basic OOP concepts are depicted with visual and interactive 3D graphics. It enables play that arises from the learner’s interactions with its interface. Playing with PrOgO involves to imagining, creating and animating significant 3D constructions. PrOgO can be also deployed within a multi-device classroom through the Tactileo framework, we designed for that purpose. In the evaluation of learning, we use methods belonging to learning analytics by the collection and the analysis of digital interaction logs, with the view to classify and characterize learners. In addition to this, we examine the state of learners’ knowledge through test knowledge verifications. We also attempt to examine through statistical analysis, the learners’ actions and behaviours that affect their progress in pre/post evaluations of gained knowledge.