Abstract
Background and context
Researchers have been looking into the complexity of computer science (CS) education and tried to apply rigorous and relevant educational research methods to understand and facilitate the learning experience of students.
Objective
The purpose of this study was to explore college students’ conceptions of learning CS to shed light on student learning activities, feelings, contexts, and beliefs about their learning.
Method
Draw-a-picture technique was used as an emerging research technique in CS education. Using a modified coding checklist, we analyzed the drawings into 9 categories with 50 sub-categories.
Findings
College students most frequently expressed computer programming as the learning activity by illustrating syntax and semantics of programming languages in the drawings. Problem-solving constructs like decomposition and abstraction were also recorded along with other tools like diagramming techniques. Gender and prior computer science experience were analyzed as moderators.
Implications
The results provide a baseline for future research on the topic and preliminary evidence in using the method to discern student learning conceptions in CS.
Researchers have been looking into the complexity of computer science (CS) education and tried to apply rigorous and relevant educational research methods to understand and facilitate the learning experience of students.
Objective
The purpose of this study was to explore college students’ conceptions of learning CS to shed light on student learning activities, feelings, contexts, and beliefs about their learning.
Method
Draw-a-picture technique was used as an emerging research technique in CS education. Using a modified coding checklist, we analyzed the drawings into 9 categories with 50 sub-categories.
Findings
College students most frequently expressed computer programming as the learning activity by illustrating syntax and semantics of programming languages in the drawings. Problem-solving constructs like decomposition and abstraction were also recorded along with other tools like diagramming techniques. Gender and prior computer science experience were analyzed as moderators.
Implications
The results provide a baseline for future research on the topic and preliminary evidence in using the method to discern student learning conceptions in CS.
| Original language | American English |
|---|---|
| Pages (from-to) | 60-82 |
| Number of pages | 23 |
| Journal | Computer Science Education |
| Volume | 31 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2 2021 |
Keywords
- Computer science education
- conceptions of learning
- draw-a-picture technique
- computer programming
- College students
- Student Attitudes
- Freehand Drawing
- Programming
- Learning Activities
- Gender differences
- Individual Differences
- Psychological Patterns
- Student Experience
Disciplines
- Computer Sciences
- Science and Mathematics Education