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Intelligent support for computer science education : pedagogy enhanced by artificial intelligence
\"Intelligent Support for Computer Science Education presents the authors' research journey into the effectiveness of human tutoring, with the goal of developing educational technology that can be used to improve introductory Computer Science education at the undergraduate level. Nowadays, Computer Science education is central to the concerns of society, as attested by the penetration of information technology in all aspects of our lives; consequently, in the last few years interest in Computer Science at all levels of schooling, especially at the college level, has been flourishing. However, introductory concepts in Computer Science such as data structures and recursion are difficult for novices to grasp. This book will be of special interest to the Computer Science education community, specifically instructors of introductory courses at the college level, and Advanced Placement (AP) courses at the high school level. Additionally, all the authors' work is relevant to the Educational Technology community, especially to those working in Intelligent Tutoring Systems, their interfaces, and Educational Data Mining, in particular as applied to human-human pedagogical interactions and to user interaction with educational software\"-- Provided by publisher.
Book
Mathematics and science teachers' beliefs and practices regarding the teaching of language in content learning
The article presents data from a study examining secondary mathematics teachers' and science teachers' implementation of a language of instruction policy in Malaysia, which made English the medium for mathematics and science instruction. It explores the beliefs of math, science and language teachers, and how these beliefs influence their pedagogical practices in content-based language instruction classrooms. The study uses a mixed-methods approach for data collection and data analysis. Data is analysed using perspectives from content-based language teaching (CBLT) and from research on mathematics and science instruction for English language learners (ELLs). The results indicate that teachers' beliefs about their respective roles as only content teachers or only language teachers limit students' language learning opportunities. Factors such as curricular requirements, exam pressure and time constraints also shape classroom interactions, and have implications for student learning as well. The findings reveal the lack of collaboration between content and language teachers, and the need for sustained professional development concerning content and language integration for both groups of teachers. The study extends work on content-based language teaching to the previously unexamined Malaysian context. Its findings contribute to the ongoing work of improving instructional practices in content-based classrooms to integrate and maximize content and language learning for English language learners. (Verlag, adapt.).
Journal Article
The Haskell school of music : from signals to symphonies
This book explores the fundamentals of computer music and functional programming through the Haskell programming language. Functional programming is typically considered difficult to learn. This introduction in the context of creating music will allow students and professionals with a musical inclination to leverage their experience to help understand concepts that might be intimidating in more traditional computer science settings. Conversely, the book opens the door for programmers to interact with music by using a medium that is familiar to them. Readers will learn how to use the Euterpea library for Haskell (http://www.euterpea.com) to represent and create their own music with code, without the need for other music software. The book explores common paradigms used in algorithmic music composition, such as stochastic generation, musical grammars, self-similarity, and real-time interactive systems. Other topics covered include the basics of signal-based systems in Haskell, sound synthesis, and virtual instrument design.
Book
Teacher candidates’ epistemic reflexivity about elementary science instruction
Pre-service teacher (PST) training is an ideal time to introduce a practical heuristic for thinking critically about science instruction. The construct of epistemic reflexivity or how views of knowledge and ways of knowing lead to practical application, offers a pathway to improve science teaching in the elementary classroom. Nature of scientific knowledge (NOSK) provides a set of vocabulary that reflects foundational truths about the field, while epistemic reflexivity fosters PSTs critical engagement with these constructs and supports their application in teaching. Recent advances in epistemic education, a field that supports epistemic growth, emphasizes engaging teachers in the critical evaluation of knowledge that leads to action. To date, no studies have documented preservice teachers’ use of the (3R–EC) framework (Reflection, Reflexivity, and Resolved Action - Epistemic Cognition) as developed by Lunn Brownlee and colleagues (2017/19) to support epistemic reflexivity. This paper reports the results of a pilot study in a baccalaureate-level teacher induction program where candidates engaged in reflexivity to examine how expert knowledge in science might influence classroom teaching. A written assessment structured around prompts aligned to the (3R–EC) framework was used. After reading scenarios that illustrated the tentative nature of knowledge, candidates answered questions designed to explore (1) the ways they engaged in reflexivity for teaching elementary science using (3R–EC) and (2) the extent to which reflexivity supported their cognition about science instruction. Findings offer a baseline for how epistemic reflexivity enabled candidates to articulate both epistemic (e.g., develop knowledge) and non-epistemic (e.g., develop social skills) aims. Illustrative cases show that while NOSK was widely acknowledged as uncertain, it was enacted in a variety of ways from emphasizing trusted sources to enhancing process skills. Preliminary findings suggest implications for transforming teacher training programs through efforts to make explicit the dual aims of teacher development, balancing epistemic aims (knowledge focused) with non-epistemic aims (social/practical) in science education.
Journal Article
Undergraduates' & Faculty Members' Views on Scientific Reading & Communication in Authentic Inquiry
Scientific reading and communication have become key components in postsecondary science education. However, undergraduates have often been found to lack motivation to engage in these tasks. The present study surveyed 2098 undergraduates and 27 biology faculty members to compare their views on the importance and time cost of eight practices in authentic inquiry. Overall, the undergraduates considered scientific reading and communication less important than other inquiry practices (e.g., data analysis), whereas the faculty members ranked reading and writing highly important. The undergraduates who ranked scientific reading and communicative practices important tended to include the purposes and functions of these practices in their explanations. In contrast, the undergraduates who ranked the practices less important expressed multiple misconceptions about the applications of reading and communication, including that they are peripheral research components; they may not affect the inquiry results; they come after experiments; they are less important than other practices; and they are unnecessary. Four inquiry perspectives were identified from the respondents, including collective equality, knowledge generation, chronological order, and time investment. These perspectives significantly impacted undergraduates' rankings on scientific reading and communication practices and six underlying perceptions.
Journal Article
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar
The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed.
Journal Article
A structural equation modeling investigation of the emotional value of immersive virtual reality in education
Virtual reality (VR) is projected to play an important role in education by increasing student engagement and motivation. However, little is known about the impact and utility of immersive VR for administering e-learning tools, or the underlying mechanisms that impact learners' emotional processes while learning. This paper explores whether differences exist with regard to using either immersive or desktop VR to administer a virtual science learning simulation. We also investigate how the level of immersion impacts perceived learning outcomes using structural equation modeling. The sample consisted of 104 university students (39 females). Significantly higher scores were obtained on 11 of the 13 variables investigated using the immersive VR version of the simulation, with the largest differences occurring with regard to presence and motivation. Furthermore, we identified a model with two general paths by which immersion in VR impacts perceived learning outcomes. Specifically, we discovered an affective path in which immersion predicted presence and positive emotions, and a cognitive path in which immersion fostered a positive cognitive value of the task in line with the control value theory of achievement emotions.
Journal Article