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Yifat Ben-David Kolikant 《Instructional Science》2011,39(4):543-559
This study demonstrates the power of the cultural encounter metaphor in explaining learning and teaching difficulties, using
as an example computer science education (CSE). CSE is envisioned as an encounter between veterans of two computer-oriented
cultures, that of the teachers and that of the students. Forty questionnaires administered to CS teachers, as well as in-depth
interviews with four leading CS teachers, revealed those teachers perceived their students as having a different perspective
on the domain, on what constitutes a beneficial approach to problem-solving and on the nature of satisfactory solutions. In
fact, the teachers portrayed their teaching as a continual battle in which their success is limited. Yet, their instruction
was characterized as a composite of enforcement and compromise, with few and isolated attempts at building on students’ cultural
capital. The cultural encounter metaphor, while still viewing students as novices to the professional CS culture represented
by their teachers, emphasizes that good teaching requires building upon students’ cultural capital to create zones of fertile
cultural encounter. 相似文献
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Yifat Ben-David Kolikant 《Computer Science Education》2013,23(3):211-231
ABSTRACTHigher-education students now have more alternatives for searching for information than previous generations had. The Internet is a vast ocean of information sources, albeit with diverse reliability and quality. In Web 2.0 platforms, any participant can be a content creator. This reality is challenging for both the instructors and the students. We conducted interviews with 12 Computer Science students and 8 instructors from two universities to (a) identify the difficulties students encounter, if at all, (b) identify the learning processes that students undergo, if at all, when using the Internet for their CS studies, in particular, programming tasks; and (c) elicit instructors’ perceptions of students’ use of the Internet. Both students and instructors agreed that although using the Internet is not trivial, direct teaching of this skill is unnecessary. Instructors differed in their attitudes towards students’ use of the internet. We found that in the first year the students’ use of the Internet and their difficulties are similar to reports in the empirical literature, and echo the instructors’ concerns. However, after extensive experience, students undergo a learning process, and their ability to navigate the myriad sources, as well as to search, manage, and effectively evaluate Internet sources improves. Students mentioned their improved abilities to code as a means to effectively evaluate information sources. 相似文献
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Yifat Ben-David Kolikant 《Computer Science Education》2013,23(3):221-245
We are developing a course in concurrency for high school students. The course is being developed in phases of refinement on the basis of feedback received from teachers and students. We have found persistent difficulties that students have in understanding fundamental concepts, which has led us to investigate their preconceptions of concurrency. This paper describes the results of this investigation. The work is anchored in constructivism, which stresses the importance of prior knowledge upon which new knowledge is built. The students were asked to solve concurrency problems, both prior to the course and after learning just the basics of the subject. Analysis of solutions reveals that students: (a) find that solving a problem on the order of actions is more natural than the critical section problem, (b) are divided in their preference for centralized and decentralized solutions, (c) employ inappropriate heuristics, (d) invent computational models as they work, (e) attribute parallelism where it does not exist, (f) attribute intelligence to systems. Based on these findings, we were able to modify the course to address these problems of prior knowledge. 相似文献
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In line with the growing interest in extending the diversity of CS students, we examined the performance of a unique group of students studying an introductory course in Digital logic: ultraorthodox Jewish men, whose previous education was based mostly on studying Talmud and who lacked a conventional high-school education. We used questions from the Digital Logic Concept Inventory . We compared the results to those of religious Jewish men with a conventional high-school education, and to the results reported in the literature. The ultraorthodox group performed better than the other groups in tasks that concerned number representation. No other statistically significant differences were found. Talk-aloud protocols revealed that the ultraorthodox students utilized a viable conceptual understanding in their performance. We can conclude that students’ unique, alternative prior education should not be merely viewed as an obstacle to their academic studies, but also as a potential source for strengths. 相似文献
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We explain certain learning difficulties in computer science education as resulting from a clash between the students' culture as computer users and the professional computing culture. We propose the concept of fertile zones of cultural encounter as a way of overcoming these learning difficulties. This pedagogical approach aims to bridge the gap between cultures by designing interventions that are appreciated by members of both cultures, yet also guide the student to engage in the practices of the professional culture. The learning difficulties are demonstrated by a detailed analysis of episodes taken from an advanced high school computer science course in concurrency. We show that fertile zones of cultural encounter can be successful in significantly improving learning of this subject. 相似文献
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