computer science teachers as amateurs, students and researchers raymond lister

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Computer Science Teachers as Amateurs, Students and Researchers Raymond Lister University of Technology, Sydney, Australia. 12. 1. 11. 2. 10. 3. 4. 8. 7. 5. Teacher-centred knowledge. 9. 6. The Rise and Fall of an Academic Discipline. Pre-Discipline Part of larger discipline(s) - PowerPoint PPT Presentation

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  • Computer Science Teachers as Amateurs, Students and Researchers

    Raymond Lister

    University of Technology, Sydney, Australia

  • Teacher-centred knowledge69

  • The Rise and Fall of an Academic DisciplinePre-DisciplinePart of larger discipline(s)E.g. Computer Science pre-1970sBoom-DisciplineCritical mass of undergraduatesTeacher-centred knowledgeComputing in the late 20th CenturyPost-DisciplineLoss of undergraduatesE.g. English literature, physics 1980s, Computing in the 21st Century ?????

  • Doomed?

  • The formal study of how novices come toknow a discipline iscentral to thesustained healthof a discipline.

  • Folk MedicineSee file:///c:/talks/2005KoliCallingBBCNEWSMothersWereRightOverColdsKoliAttempt.htm

    And

    Benjamin, H. (1936) Everybodys Guide to Nature Cure

  • Folk MedicineBruner, 1996

    intuitive theories about how other minds work

    badly want some deconstructing if their implications are to be appreciated". Pedagogy

  • and there is no progress.Differing folk pedagogies cannot be resolved

  • Research vs. TeachingRead literature, attend seminars/conferences

    Work within well defined theoretical or empirical framework

    Publish

    Guided by direct experience and introspection

    Guided by folk pedagogies

    Outcomes remain privateWe lead a double life

  • Research vs. TeachingRead literature, attend seminars/conferences

    Work within well defined theoretical or empirical framework

    Publish

    Koli, ACE; ACMs ICER, SIGCSE, & ITiCSE

    E.g. constructivism, Blooms taxonomy, Kolb learning cycle

    Publish! (see above)&&

  • Boyer (1990)But what exactlydid he mean by scholar

  • The Three Types of Academic Teacher Practise Theory

  • The Three Types of Academic Teacher Practise Theory Amateur Guided by folk pedagogies

    Possibly an amateur in the finest sense of the word.

    but has little influence on colleagues.

  • The Three Types of Academic Teacher Practise Theory StudentEducationSpecialist AmateurImplements education theory uncritically

    Victim of theory wars?

    Guided by folk pedagogies

    May be a gifted teacher, or clumsy.

    Possibly an amateur in the finest sense of the word.

    Has little influence on colleagues.

  • The Three Types of Academic Teacher Practise Theory StudentEducationSpecialist AmateurTeacher as ResearcherSees theory as either discipline-specific or requiring discipline-specific validation.

    Implements education theory uncritically

    Note:NOT researcheras teacher

  • Two dimensions(and short term vs. long term)Quality of engagement with studentsQuality ofengagementwith colleagueslowlowhighhigh

  • Overview of this talkAmateur, Student, ResearcherJust finished that

    One example from my own workLeeds Working Group A logical break point followed by BRACElet

    See my Koli paper for other examples from my work

  • One Example from my Work: Teaching the Novice (CS1)

  • McCracken, et al. (2001)10 authors, 8 universities, 5 countries

  • McCracken, et al. (2001)Remember, 8 universities, 5 countries ... it says something about our discipline. Amateurs! dont blame yourself!

    Chart1

    23

    35

    11

    7

    2

    8

    3

    0

    1

    0

    3

    0

    0

    Number of Students

    Scores

    Number of Students

    Sheet1

    Number of StudentsScores

    231

    358

    1116

    724

    232

    840

    348

    056

    164

    072

    380

    088

    096

    Sheet1

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    0

    Number of Students

    Scores

    Number of Students

    Sheet2

    Sheet3

  • But Why?

  • The Problem-Solving Gene ConjectureThe amateur feels no need to testthat conjecture (fact?).

    The teacher-as-researcher asks What experiment will test that conjecture?

    Answer: Eliminate problem-solving.

  • The Leeds Group (2004) 12 universities, 7 countries, >500 students

  • Twelve Multiple Choice Questions

  • Evidence against the problem-solving gene The Leeds Group, 2004.12 universities,7 countries,over 500 studentsBottom 25% of students performing at a level consistent with chance!

  • A logical break point in the talk69

  • Overview of this talk, again (break point)Amateur, Student, Researcher

    One example from my own workLeeds Working Group Just finished that followed by BRACElet

    See my Koli paper for other examples from my work

  • Leeds Group as ResearchRead literature, attend seminars/conferences

    Work within well defined theoretical or empirical framework

    Publish

    McCracken et al., 2001 and a host of other papers

    Empirical, yes.Theoretical, no.

    SIGCSE Bulletin, December 2004.

  • Leeds Group as ResearchRead literature, attend seminars/conferences

    Work within well defined theoretical or empirical framework

    Publish

    McCracken et al., 2001 and a host of other papers

    Empirical, yes.Theoretical, no.

    SIGCSE Bulletin, December 2004.BraceletSOLO taxonomyWhalley, Lister, et al., to appear,ACE2006Leeds GroupSIGCSE Bulletin, 2004.

  • BRACElet A collaboration between four New Zealand institutions and one Australian (me).Jacqueline Whalley, Tony Clear, Phil Robbins Errol ThompsonAjith Kumar Christine Prasad

  • BRACElet Several multiple choice questions, superficially like the Leeds Group questions, plus One explain in plain English question

  • BRACElet In plain English, explain what the following code does:

    int iNumbers[iMAX]; // iMAX is a constant array initialization omitted in question to students

    bool bValid = true;

    for (int i = 0; i < iMAX-1; i++) {

    if (iNumbers[i] > iNumbers[i+1]) { bValid = false; }}

  • SOLO Taxonomy (Biggs & Collis 82 general theory, not programming)Prestructural or UnistructuralAn incorrect understanding of the semantics of the programming language. Multistructural Line-by-line understanding, but no grasp of what the code does as wholefailing to see the forest for the treesRelationalA summary of the purpose of the code, for example it checks if the elements in the array are sortedThe student sees the forest

  • BRACElet Quartile 1 Quartile 2 Quartile 3 Quartile 4The multiple choice questions determine quartile

  • BRACElet Relational see the forest

  • BRACElet Quartile 1 Quartile 2 Quartile 3 Quartile 4

  • BRACElet Multistructural failing to see the forest for the trees

  • How? e.g. Roles of Variablesfile:///2005KoliRolesOfVariablesHomePage.htm

    file:///c:/talks/2005KoliLiteratureOnRolesOfVariables.htm

  • We are near the end of our time: Teacher-centred knowledge69

  • Overview of this talk (again)Amateur, Student, Researcher

    One example from my own workLeeds Working Group followed by BRACElet

    See my Koli paper for other examples from my work

  • Summary and Conclusion: Research vs. TeachingRead literature, attend seminars/conferences

    Work within well defined theoretical or empirical framework

    Publish

    The formal study of how novices come to know a discipline is central to the sustained health of a discipline.&&The End