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1、Commonsense computing: What do students know before we teach?Episode 1. Sorting Beth SimonUniv. of California San DiegoTzu-Yi ChenPomona CollegeKate SandersRhode Island CollegeRobert McCartneyUniv. of ConnecticutGary LewandowskiXavier UniversityStudent performance studiesStudent performance studiesM

2、cCracken et al., 2001: Can students write code? Student performance studiesMcCracken et al., 2001: Can students write code? (No)Student performance studiesMcCracken et al., 2001: Can students write code? (No)Lister et al., 2004:Can students read and trace code? Student performance studiesMcCracken e

3、t al., 2001: Can students write code? (No)Lister et al., 2004:Can students read and trace code? (No)Student performance studiesMcCracken et al., 2001: Can students write code? (No)Lister et al., 2004:Can students read and trace code? (No)Eckerdal et al., 2005:Can students design code? Student perfor

4、mance studiesMcCracken et al., 2001: Can students write code? (No)Lister et al., 2004:Can students read and trace code? (No)Eckerdal et al., 2005:Can students design code? (No)Student performance studiesSimon et al., 2006: Can students do anything? Student performance studiesSimon et al., 2006: Can

5、students do anything? YES!Overview Why commonsense knowledge?Related workMethods (who, what, how)Analysis: what can they do?Effects of instructionConclusions and future workWhy commonsense knowledge?Why sorting?Specific questionsCan students provide an algorithm?How do students approach the task?Do

6、students use control structures?Can we use these results in teaching?Key observations: entering studentsMost students described a correct algorithm to sort numbersMost students used length and individual-digit comparisons to compare numbersIn iteration, preference given to post-loop tests.Related wo

7、rkOnoroto & Shvaneveldt (differences between naive/beginner/experts)Miller (natural language descriptions of programming task)Bonar and Soloway (natural language pre-programming knowledge vs. Pascal)Related workBen-David Kolikant (student preconceptions about concurrency from real-life experiences =

8、 synch mechanisms)Gibson & OKelly (algorithmic understanding in precollege and beginners)BRACE (Simon et al) (various tasks with beginners: paper folding, giving directions, telephone-directory searching)Methods (who)409 subjects:118 students in CS 1 (2 institutions)274 students in a non-CS course w

9、ith no CS experience17 students in CS 1.5, with either CS 1 or other background(49 students in CS 1.5 who had been part of 118 above)Methods (what) Write a paragraph in complete English sentences describing how you would arrange a set of 10 numbers in “ascending sorted order that is, from smallest t

10、o largest. You might consider the following list of numbers, but make sure that your paragraph describes how to do it with any 10 numbers.33 14 275 326 213 190 205 4 428 254Methods (how)Develop categorization along various dimensions from a subset of 20 CS1s:Is it correct? In general, or only for th

11、is case?What approach? Strings or numbers? What did they focus on?Did they use control structures, specifically iteration and conditionals?Other content: length, use of example, use of CS “terminologyCategorizationCorrectness: Does it make sense and “work? In general, or only for this case?Approach:

12、 Strings or numbers? What did they focus on (main task)?Control structures: Did they use iteration? Did they use conditionals?Other content: How long? Included example? How much use of CS “terminology?CorrectnessCorrect (specific)Correct (general)Beginner CS69%57%Nave non-CS31%25%Approach: string vs

13、. numberNumericalString Otherbeginner35%63%3%naive36%53%12%Approach: focusBeginnerNave non-CSDigit/length based50%47%Choose19%20%Find smallest8%3%Define7%5%Programming statements0%0%Put number in correct place8%14%Other9%10%Control structureExpresses IterationExpresses conditionalBeginner CS65%43%Na

14、ve non-CS56%25%Effect of instruction: CS 1 considered harmful?CS 1CS 1.5 (paired)Correct (specific)71%53%Correct (general)57%45%Numeric sorts35%92%Length169.474.0CS terms used1.614.39CS 1.5 paired vs. different CS 1.5?CS 1.5 (paired) CS 1.5 (other)Correct (specific)53%88%Correct (general)45%76%Numer

15、ic sorts92%72%Length74.0184.8CS terms used4.396.6ConclusionsStudents can express sorting algorithms, although may be different than instructorCS students do this better than non-CS, given same experienceCS 1 has some negative effects on performanceFuture workThere are other potential skills to examine that are based in commonsense understandings: troubleshooting; evaluating interfaces; concurrency; discrete probabilities;Currently:Collecting new data, more varied schoolsPiloting other questions Thank