The role of computational thinking in introductory computer science
- Authors: Gouws, Lindsey Ann
- Date: 2014
- Subjects: Computer science , Computational complexity , Problem solving -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4690 , http://hdl.handle.net/10962/d1011152 , Computer science , Computational complexity , Problem solving -- Study and teaching
- Description: Computational thinking (CT) is gaining recognition as an important skill for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course, and there is little consensus on what exactly CT entails and how to teach and evaluate it. This research addresses the lack of resources for integrating CT into the introductory computer science curriculum. The question that we aim to answer is whether CT can be evaluated in a meaningful way. A CT framework that outlines the skills and techniques comprising CT and describes the nature of student engagement was developed; this is used as the basis for this research. An assessment (CT test) was then created to gauge the ability of incoming students, and a CT-specfic computer game was developed based on the analysis of an existing game. A set of problem solving strategies and practice activities were then recommended based on criteria defined in the framework. The results revealed that the CT abilities of first year university students are relatively poor, but that the students' scores for the CT test could be used as a predictor for their future success in computer science courses. The framework developed for this research proved successful when applied to the test, computer game evaluation, and classification of strategies and activities. Through this research, we established that CT is a skill that first year computer science students are lacking, and that using CT exercises alongside traditional programming instruction can improve students' learning experiences.
- Full Text:
- Date Issued: 2014
- Authors: Gouws, Lindsey Ann
- Date: 2014
- Subjects: Computer science , Computational complexity , Problem solving -- Study and teaching
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:4690 , http://hdl.handle.net/10962/d1011152 , Computer science , Computational complexity , Problem solving -- Study and teaching
- Description: Computational thinking (CT) is gaining recognition as an important skill for students, both in computer science and other disciplines. Although there has been much focus on this field in recent years, it is rarely taught as a formal course, and there is little consensus on what exactly CT entails and how to teach and evaluate it. This research addresses the lack of resources for integrating CT into the introductory computer science curriculum. The question that we aim to answer is whether CT can be evaluated in a meaningful way. A CT framework that outlines the skills and techniques comprising CT and describes the nature of student engagement was developed; this is used as the basis for this research. An assessment (CT test) was then created to gauge the ability of incoming students, and a CT-specfic computer game was developed based on the analysis of an existing game. A set of problem solving strategies and practice activities were then recommended based on criteria defined in the framework. The results revealed that the CT abilities of first year university students are relatively poor, but that the students' scores for the CT test could be used as a predictor for their future success in computer science courses. The framework developed for this research proved successful when applied to the test, computer game evaluation, and classification of strategies and activities. Through this research, we established that CT is a skill that first year computer science students are lacking, and that using CT exercises alongside traditional programming instruction can improve students' learning experiences.
- Full Text:
- Date Issued: 2014
A psychobiographical study of Antwone Fisher
- Authors: Wannenburg, Nicola
- Date: 2014
- Subjects: Fisher, Antwone Quenton , Psychology -- Biographical methods , Psychoanalysis , Abused children -- Biography
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3219 , http://hdl.handle.net/10962/d1012939
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to society’s benefit or detriment. Antwone Fisher was chosen for this study using purposive sampling as he meets the psychobiographical requirement of being an extraordinary individual. Fisher grew up in the Foster Care System and faced many abusive experiences as child. Despite difficult beginnings, Fisher developed into a stable and creative adult who excels as a poet, screenwriter and film director. The primary aim of this study is to describe and interpret the life of Antwone Fisher through Erikson’s theory of psychosocial development. The data was processed and analysed using Miles and Hubermans’ general view of qualitative analyses as well as Alexander’s method of asking the data questions. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2014
- Authors: Wannenburg, Nicola
- Date: 2014
- Subjects: Fisher, Antwone Quenton , Psychology -- Biographical methods , Psychoanalysis , Abused children -- Biography
- Language: English
- Type: Thesis , Masters , MSc
- Identifier: vital:3219 , http://hdl.handle.net/10962/d1012939
- Description: Psychobiographical researchers methodically formulate life histories and interpret them by means of psychological theories. The research typically focuses on exemplary and completed lives. The cases that are studied are usually of individuals who are of particular interest to society as a result of excelling in their particular fields, be they to society’s benefit or detriment. Antwone Fisher was chosen for this study using purposive sampling as he meets the psychobiographical requirement of being an extraordinary individual. Fisher grew up in the Foster Care System and faced many abusive experiences as child. Despite difficult beginnings, Fisher developed into a stable and creative adult who excels as a poet, screenwriter and film director. The primary aim of this study is to describe and interpret the life of Antwone Fisher through Erikson’s theory of psychosocial development. The data was processed and analysed using Miles and Hubermans’ general view of qualitative analyses as well as Alexander’s method of asking the data questions. This study contributes to the development of psychobiographical research in South Africa as well as to personality and developmental theory.
- Full Text:
- Date Issued: 2014
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