Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs)
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| Title: | Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs) |
|---|---|
| Language: | English |
| Authors: | Peteranetz, Markeya S. (ORCID |
| Source: | IEEE Transactions on Education. Aug 2018 61(3):195-203. |
| Availability: | Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2018 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 0829647 1431874 1122956 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Engineering Education, Evidence Based Practice, Problem Solving, Control Groups, Experimental Groups, Introductory Courses, Computer Science Education, Self Efficacy, Student Attitudes, Teaching Methods, Learning Processes, Creativity, Course Descriptions, Undergraduate Students |
| DOI: | 10.1109/TE.2018.2804350 |
| ISSN: | 0018-9359 |
| Abstract: | Contribution: This paper provides evidence that computational creativity exercises (CCEs) can increase engineering students' learning in introductory computer science (CS1) courses. Its main contribution is its more rigorous treatment/control group research design that allows testing for causal influences of CCEs on student learning and performance. Background: Computer science (CS) courses are critical foundational courses for engineering students. CCEs that merge computational and creative thinking have been shown to increase achievement and learning of engineering and nonengineering students in CS1 courses, but previous research has used quasi- and non-experimental designs. Intended Outcomes: CCEs are intended to improve students' learning of CS1 content and problem-solving ability by fostering computational creativity. Application Design: CCEs can improve student learning and can be used to supplement other evidence-based instructional practices. Findings: Propensity score matching was used to create equivalent treatment and control groups; results show that students in the CCE implementation section had higher scores on a CS knowledge test than students in the control section, but not higher self-efficacy for their CS knowledge. Focus group and open-ended survey questions indicated that students had mixed reactions to the CCEs, with about half the students seeing them as improving their learning, understanding, and ability to apply CS in their engineering field. Responses also reinforced the importance of fully incorporating CCEs in courses and aligning them with course topics. |
| Abstractor: | As Provided |
| Number of References: | 29 |
| Entry Date: | 2018 |
| Accession Number: | EJ1192591 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1192591 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs) – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Peteranetz%2C+Markeya+S%2E%22">Peteranetz, Markeya S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5228-0687">0000-0002-5228-0687</externalLink>)<br /><searchLink fieldCode="AR" term="%22Flanigan%2C+Abraham+E%2E%22">Flanigan, Abraham E.</searchLink><br /><searchLink fieldCode="AR" term="%22Shell%2C+Duane+F%2E%22">Shell, Duane F.</searchLink><br /><searchLink fieldCode="AR" term="%22Soh%2C+Leen-Kiat%22">Soh, Leen-Kiat</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6094-4666">0000-0002-6094-4666</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22IEEE+Transactions+on+Education%22"><i>IEEE Transactions on Education</i></searchLink>. Aug 2018 61(3):195-203. – Name: Avail Label: Availability Group: Avail Data: Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=13 – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2018 – Name: SourceSuprt Label: Sponsoring Agency Group: SrcSuprt Data: National Science Foundation (NSF) – Name: NumberContract Label: Contract Number Group: NumCntrct Data: 0829647<br />1431874<br />1122956 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Control+Groups%22">Control Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Experimental+Groups%22">Experimental Groups</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Science+Education%22">Computer Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Descriptions%22">Course Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1109/TE.2018.2804350 – Name: ISSN Label: ISSN Group: ISSN Data: 0018-9359 – Name: Abstract Label: Abstract Group: Ab Data: Contribution: This paper provides evidence that computational creativity exercises (CCEs) can increase engineering students' learning in introductory computer science (CS1) courses. Its main contribution is its more rigorous treatment/control group research design that allows testing for causal influences of CCEs on student learning and performance. Background: Computer science (CS) courses are critical foundational courses for engineering students. CCEs that merge computational and creative thinking have been shown to increase achievement and learning of engineering and nonengineering students in CS1 courses, but previous research has used quasi- and non-experimental designs. Intended Outcomes: CCEs are intended to improve students' learning of CS1 content and problem-solving ability by fostering computational creativity. Application Design: CCEs can improve student learning and can be used to supplement other evidence-based instructional practices. Findings: Propensity score matching was used to create equivalent treatment and control groups; results show that students in the CCE implementation section had higher scores on a CS knowledge test than students in the control section, but not higher self-efficacy for their CS knowledge. Focus group and open-ended survey questions indicated that students had mixed reactions to the CCEs, with about half the students seeing them as improving their learning, understanding, and ability to apply CS in their engineering field. Responses also reinforced the importance of fully incorporating CCEs in courses and aligning them with course topics. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 29 – Name: DateEntry Label: Entry Date Group: Date Data: 2018 – Name: AN Label: Accession Number Group: ID Data: EJ1192591 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1192591 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1109/TE.2018.2804350 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 195 Subjects: – SubjectFull: Engineering Education Type: general – SubjectFull: Evidence Based Practice Type: general – SubjectFull: Problem Solving Type: general – SubjectFull: Control Groups Type: general – SubjectFull: Experimental Groups Type: general – SubjectFull: Introductory Courses Type: general – SubjectFull: Computer Science Education Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Student Attitudes Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Learning Processes Type: general – SubjectFull: Creativity Type: general – SubjectFull: Course Descriptions Type: general – SubjectFull: Undergraduate Students Type: general Titles: – TitleFull: Helping Engineering Students Learn in Introductory Computer Science (CS1) Using Computational Creativity Exercises (CCEs) Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Peteranetz, Markeya S. – PersonEntity: Name: NameFull: Flanigan, Abraham E. – PersonEntity: Name: NameFull: Shell, Duane F. – PersonEntity: Name: NameFull: Soh, Leen-Kiat IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 0018-9359 Numbering: – Type: volume Value: 61 – Type: issue Value: 3 Titles: – TitleFull: IEEE Transactions on Education Type: main |
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