Practical Computer Science Research Articles

Voices of Elementary Computer Science Teachers: Computer Science Integration Rationales and Practices

Objectives . Computer Science (CS) education has become increasingly prevalent in elementary schools because of multiple rationales, such as the importance of computational literacy and the growing demand for CS-related workforce preparation. As elementary CS standards continue to be adopted by many states, more examples and voices from the field may help educators understand what effective computational thinking (CT)/CS integration looks like in practice. Method . We employed a descriptive qualitative approach to study eight award-winning K-8 CS teachers and aimed to answer three research questions: (1) What were elementary CS teachers’ rationales for CT/CS integration? (2) How do elementary CS teachers integrate CT/CS into their classroom practices? (3) What are the needs of CS teachers for meaningful CT/CS integration in elementary schools? Data were collected through interviews, a questionnaire, and artifacts and analyzed using thematic analysis. Findings . Our findings of elementary CS teachers’ rationales for CT/CS integration encompassed its essential nature as a literacy skill, its potential to promote equity in education, and its alignment with standards across various disciplines. To support CT/CS integration at the elementary level, CS teachers described important aspects with examples from their instructional practices: (a) Real-world applications; (b) hands-on activities; (c) strategies to scaffold and guide student learning; (d) collaboration with classroom teachers; and (e) support from professional development (PD). Conclusion . The study results shared CS teachers’ voices from practice and shed light on the urgent need for more support and PD opportunities for both homeroom teachers and CS teachers in elementary schools, as well as the crucial need for multiple levels of support within K-12 school systems. Continuous efforts in creating systematic and sustainable PD plans and supporting collaborative professional communities for teachers within the instructional context are a must to help prepare our elementary students with the essential CS knowledge and skills they need to thrive in this technology-rich society.

From outer space to latent space

Dall-E2 and Stable Diffusion promote their text-to-image models based on their level of (photo)realism. The use of photographic language is not superficial or accidental but indicative of a broader tendency in computer science and data practice. To nuance the general application of photorealism, I position the term alongside photographic realism and computational photorealism. To contextualize important nuances between these three terms, contemporary examples from astrophotography are analysed and reconstructed using text-to-image models. From the comparative analysis, computational photorealism emerges as a modified term that recognizes the relationship between photography and text-to-image models without conflating their ontological and epistemological differences.

Transforming Computer Practice Teaching through Virtual Reality: Trends and Future Directions

The integration of Virtual Reality (VR) in computer education has acquired significant momentum due to its ability to provide immersive and interactive learning experiences. This paper analyzes current trends, challenges, and potential advancements in the utilization of virtual reality for practical computer science education. We aim to investigate how virtual reality (VR) enhances experiential learning through key characteristics such as immersion, engagement, and presence, while also examining the influence of emerging technologies like artificial intelligence (AI) and VR-augmented reality (AR) hybrid systems on the progression of personalized learning. We assess the benefits of VR in developing practical skills and critical thinking through a comprehensive analysis of recent advancements in VR hardware, software, and their applications inside a safe, virtual environment. Additionally, we assess the integration of virtual reality (VR) with learning management systems (LMS) and its trans disciplinary applications, as well as ethical concerns regarding accessibility and data protection.

Intent and Extent: Computer Science Concepts and Practices in Integrated Computing

Integrated computing curricula combine learning objectives in computing with those in another discipline, like literacy, math, or science, to give all students experience with computing, typically before they must decide whether to take standalone CS courses. One goal of integrated computing curricula is to provide an accessible path to an introductory computing course by introducing computing concepts and practices in required courses. This study analyzed integrated computing curricula to determine which CS practices and concepts are taught, how extensively the curricula are taught, and, by extension, how they might prepare students for later computing courses. The authors conducted a content analysis to examine primary and lower secondary (i.e., K-8) curricula that are taught in non-CS classrooms, have explicit CS learning objectives (i.e., CS+X), and that took 5+ hours to complete. Lesson plans, descriptions, and resources were scored based on frameworks developed from the K-12 CS Framework, including programming concepts, non-programming CS concepts, and CS practices. The results found that curricula most extensively taught introductory concepts and practices, such as sequences, and rarely taught more advanced content, such as conditionals. Students who engage with most of these curricula would have no experience working with fundamental concepts, like variables, operators, data collection or storage, or abstraction in the context of a program. While this focus might be appropriate for integrated curricula, it has implications for the prior knowledge that students should be expected to have when starting standalone computing courses.

Educational policy as predictor of computational thinking: A supervised machine learning approach

AbstractBackgroundComputational thinking is derived from arguments that the underlying practices in computer science augment problem‐solving. Most studies investigated computational thinking development as a function of learners' factors, instructional strategies and learning environment. However, the influence of the wider community such as educational policies on computational thinking remains unclear.ObjectivesThis study examines the impact of basic and technology‐related educational policies on the development of computational thinking.MethodsUsing supervised machine learning, the computational thinking achievements of 31,823 eighth graders across nine countries were analysed. Seven rule‐based and tree‐based classification models were generated and triangulated to determine how educational policies predicted students' computational thinking.Results and conclusionsPredictions show that students have a higher propensity to develop computational thinking skills when schools exercise full autonomy in governance and explicitly embed computational thinking in their curriculum. Plans to support students, teachers and schools with technology or introduce 1:1 computing have no discernible predicted influence on students' computational thinking achievement.ImplicationsAlthough predictions deduced from these attributes are not generalizable, traces of how educational policies affect computational thinking exist to articulate more fronts for future research on the influence of educational policies on computational thinking.

The Quest for the Application of Artificial Intelligence to Whole Slide Imaging: Unique Prospective from New Advanced Tools

The introduction of machine learning in digital pathology has deeply impacted the field, especially with the advent of whole slide image (WSI) analysis. In this review, we tried to elucidate the role of machine learning algorithms in diagnostic precision, efficiency, and the reproducibility of the results. First, we discuss some of the most used tools, including QuPath, HistoQC, and HistomicsTK, and provide an updated overview of machine learning approaches and their application in pathology. Later, we report how these tools may simplify the automation of WSI analyses, also reducing manual workload and inter-observer variability. A novel aspect of this review is its focus on open-source tools, presented in a way that may help the adoption process for pathologists. Furthermore, we highlight the major benefits of these technologies, with the aim of making this review a practical guide for clinicians seeking to implement machine learning-based solutions in their specific workflows. Moreover, this review also emphasizes some crucial limitations related to data quality and the interpretability of the models, giving insight into future directions for research. Overall, this work tries to bridge the gap between the more recent technological progress in computer science and traditional clinical practice, supporting a broader, yet smooth, adoption of machine learning approaches in digital pathology.

Empowering Problem-solving in Computer Science: A Need Analysis for a Computational Thinking Mobile Learning Application

The advancement of digital technology has revolutionized education across all levels, giving rise to digital learning as a novel pedagogical environment. Among the subjects at the forefront of this transformation is computer science, introduced in matriculation colleges to supplant traditional information technology courses. However, computer science poses inherent complexity, demanding abstract thinking and diverse problem-solving methodologies. Computational thinking (CT) emerges as a promising approach to address these challenges, recognized as a vital skillset for fostering innovation in digital technology among students. The ubiquity of smartphones and mobile internet facilitates the adoption of mobile learning, offering students the flexibility to access educational content anytime, anywhere. Consequently, this need analysis study aims to assess current teaching practices in computer science and identify the need for mobile learning applications that integrate CT as a problem-solving technique among matriculation college students. Interviews with three computer science lecturers revealed a reliance on conventional pedagogy with limited blended learning approaches through college portals. Notably, specific techniques for imparting programming problem-solving skills were lacking. Nonetheless, it is noteworthy that all instructors recognized the considerable potential of mobile learning applications in effectively engaging students and facilitating the development of problem-solving proficiency.

Bridging Theory and Practice: An Innovative Approach to Android Programming Education through Nutritional Application Development and Problem-Based Learning

This study introduces an innovative Problem-Based Learning (PBL) methodology to enhance the teaching of Android programming, focusing on addressing nutritional challenges. Conducted within the Computer Science degree at the University of Deusto, this research engages third-year students in developing applications aimed at improving access to nutritional knowledge. The novelty of this approach lies in its integration of advanced programming concepts with practical application development, fostering a deeper understanding and engagement among students. The applications enable users to access detailed nutritional information from open-access food databases, catering to individuals with specific dietary constraints. Preliminary results indicate a significant improvement in student engagement and learning outcomes compared to traditional teaching methods, underscoring the potential of this methodology in fostering future researchers and advancing educational practices in computer science. This research contributes to the field by demonstrating the efficacy of combining PBL with application development in enhancing learning experiences and outcomes in programming education. Our findings not only contribute valuable insights into the unique challenges and motivators associated with Android programming but also pave the way for tailored educational strategies that can optimize the learning experience in this domain.

Analysing soliton dynamics and a comparative study of fractional derivatives in the nonlinear fractional Kudryashov’s equation

In this scholarly exploration, we employ new mapping method to unveil new soliton solutions to the nonlinear fractional Kudryashov’s equation, using β-derivative and M-Truncated fractional derivatives. Soliton phenomena, invaluable for enhancing computational capabilities in computer systems, find particular utility in tasks like data analysis, image processing, and simulations across various computer science domains. Our research reveals diverse solution forms, encompassing dark, periodic, kink, singular, dark-bright, and bright solitons. These versatile soliton types offer adaptable tools for both modelling and simulation. To enhance understanding, we provide 3D and 2D graphical representations, which facilitate a comparative analysis of solutions derived from the two fractional derivatives. Additionally we compare the effects of different fractional derivative operators (β-derivative and M-Truncated derivative) involve in the nonlinear fractional Kudryashov’s equation. The incorporation of both derivatives allows for a broader exploration of solution forms and enhance the understanding of the equation’s behaviour and its solution. Our work bridges soliton physics and computer science, underscoring the significance of soliton phenomena in advancing computational modelling and simulations. This research contributes to the intersection of theoretical mathematics and practical computer science, highlighting the vital role of solitons in scientific fields.

A comparison of elementary teachers' verbal supports for students in inclusive and general classroom contexts during an NGSS‐aligned science, engineering, and computer science unit

AbstractElementary teachers are tasked with the challenge of implementing Next Generation Science Standards‐aligned projects that integrate science, technology, engineering, mathematics, and computer science (STEM + CS) in a variety of classroom contexts. This study investigates how teachers verbally support students in two classrooms, one general education class and one inclusive class with a larger proportion of students with individualized educational plans, to engage in a Next Generation Science Standards‐aligned, STEM + CS unit. Teachers' verbal support for students to understand how (pragmatic) and when and why (epistemic) to use practices was examined during whole‐class discussions for a 4‐week unit in science, engineering, and computer science‐focused lessons. Bi‐weekly teacher surveys and weekly teacher interviews provided insight into the teachers' perceptions of students and project activities in each class section. Teachers reported instructional decisions to modify their enactment of the interdisciplinary curricular materials for the Inclusive Class and discussed their rationales for these modifications. Results suggest that instructional decisions that teachers made in how to verbally support students may depend upon their own knowledge of the different disciplines being integrated, their prior beliefs of students in different classroom contexts, and their in‐the‐moment perceptions of student needs. These factors may have led to different learning experiences for the students in each class section. Findings underscore the need for more research to better understand what kinds of support students and teachers need to be able to integrate engineering, science, and computer science content and practices within their elementary classrooms and provide equitable learning opportunities for all students.

Applying Gestalt approach as a method for teaching computer science practice in the classroom: A case study in primary schools in Brazil.

The use of information technology in the academic environment has grown. Building different didactic techniques to help students learn and practice with Information Technology (IT) resources is common. However, applying these techniques does not necessarily mean that students may acquire knowledge. The differential idea of this work is to create an approach in which students are protagonists and not just absorbers of IT. Based on this perspective, we applied a Gestalt approach to assist students in practicing these technological resources. They produce new hardware and software tools during classes based on their personal needs and worldviews. We analyzed applications of this novel way of computer science teaching in three different schools. It was possible to observe greater motivation from the students to experience new knowledge from technological resources. The common aspect was that solutions were conceived and developed from students’ needs. The development followed a Gestalt approach, which combines the idea of form and imagination. Thus, with this approach, reactivity towards IT was reduced. It helped construct technological tools to acquire propaedeutic knowledge.

Cognitive and Epistemic Spaces in the CSTA Computer Science Learning Standards

This paper presents the findings of close reading of the Computer Science Teachers Association (CSTA) Computer Science Learning Standards for grades K-12. This document is influential because it has been adopted by at least five of the United States and has served as an inspiration for several more. Analyses of the document structure as well as of verb usage, word frequencies, and word pair networks for the language of the standards themselves as well as the clarification text included in the document for each standard were conducted using tidytext tools built for the R programming language. These analyses revealed a high level of internal coherence in this learning standards document, as well as a wide epistemic space for the teaching and learning of core computer science concepts and practices by K-12 students and their teachers. Implications for student learning, curriculum design, and computer science teacher preparation were discussed.

Elementary Teachers’ Verbal Support of Engineering Integration in an Interdisciplinary Project

Despite emphasis on authentic science, technology, engineering, mathematics, and computer science (STEM+CS) projects in classrooms, research continues to demonstrate opportunity gaps in learning STEM+CS for students with disabilities. This study investigates how teachers verbally support students in two differently tracked classrooms to engage in engineering lessons that integrate science and computer science. Specifically, this study explores how the same elementary teachers both implicitly and explicitly support students across two classroom contexts, one class section with a larger proportion of students who were tracked into accelerated mathematics and another class section with a larger proportion of students with individualized educational plans (IEPs). Transcripts of whole-class discussion were analyzed for interdisciplinary instructional moves in which teachers verbally supported the integration of disciplines to help students to engage in interdisciplinary activities. Findings reveal that all of the interdisciplinary instructional moves were implicit for the class section with a large proportion of students in advanced mathematics while most were explicit for the class section with students with IEPs, and that most of the interdisciplinary instructional moves were added by the teachers rather than planned in the curriculum materials. Most commonly, teachers added interdisciplinary instructional moves between computer science and engineering. Implications of this study include recommendations for support that teachers need to engage in the important, but challenging, work of integrating science and computer science practices through engineering lessons within elementary science classrooms. This study adds to a growing understanding of equitable learning opportunities in interdisciplinary learning through engineering for elementary students.

THE IMPORTANCE OF TEACHING THE MODELING DEPARTMENT OF COMPUTER SCIENCE FOR MIDDLE SCHOOL STUDENTS

Today, the rapid development of information and communication technologies leads to radical changes in the field of cognitive activity, in particular in education. An important change is the method of modeling used in the didactic practice of computer science. Modeling is one of the most common methods of studying processes and phenomena, which is widely used in research and teaching. The article analyzes the role of modeling as a universal method of studying complex objects in the teaching of computer science, and shows ways to develop the importance of modeling as a basis for teaching in general software. The role of the model in teaching computer science to high school students focuses on the importance of teaching in the modeling of computer science, and ways to increase students' interest and skills in considering the technology of teaching methods.

Lindström’s theorem, both syntax and semantics free

Abstract Lindström’s theorem characterizes first-order logic in terms of its essential model theoretic properties. One cannot gain expressive power extending first-order logic without losing at least one of compactness or downward Löwenheim–Skolem property. We cast this result in an abstract framework of institution theory, which does not assume any internal structure either for sentences or for models, so it is more general than the notion of abstract logic usually used in proofs of Lindström’s theorem; indeed, it can be said that institutional model theory is both syntax and semantics free. Our approach takes advantage of the methods of institutional model theory to provide a structured proof of Lindström’s theorem at a level of abstraction applicable to any logical system that is strong enough to describe its own concept of isomorphism and its own concept of elementary equivalence. We apply our results to some logical systems formalized as institutions and widely used in computer science practice.

Preparing School Leaders to Advance Equity in Computer Science Education

<p><strong>Background and Context:</strong> Most large-scale statewide initiatives of the Computer Science for All (CS for All) movement have focused on the classroom level. Critical questions remain about building school and district leadership capacity to support teachers while implementing equitable computer science education that is scalable and sustainable.</p> <p><strong>Objective:</strong> This statewide research-practice partnership, involving university researchers and school leaders from 14 local education agencies (LEA) from district and county offices, addresses the following research question: What do administrators identify as most helpful for understanding issues related to equitable computer science implementation when engaging with a guide and workshop we collaboratively developed to help leadership in such efforts?</p> <p><strong>Method:</strong> Participant surveys, interviews, and workshop observations were analyzed to understand best practices for professional development supporting educational leaders.</p> <p><strong>Findings:</strong> Administrators value computer science professional development resources that: (a) have a clear focus on “equity;” (b) engage with data and examples that deepen understandings of equity; (c) provide networking opportunities; (d) have explicit workshop purpose and activities; and (e) support deeper discussions of computer science implementation challenges through pairing a workshop and a guide.</p> <p><strong>Implications:</strong> Utilizing Ishimaru and Galloway’s (2014) framework for equitable leadership practices, this study offers an actionable construct for equitable implementation of computer science including (a) how to build equity leadership and vision; (b) how to enact that vision; and (c) how to scale and sustain that vision. While this construct applies to equitable leadership practices more broadly across all disciplines, we found its application particularly useful when explicitly focused on equity leadership practices in computer science.</p>

International Trends in K–12 Computer Science Curricula Through Comparative Analysis: Implications for the Primary Curricula

The purpose of this study was to identify international trends in K–12 computer science curricula in countries that have introduced computer science education. Content analysis method was used to analyze the country-wide curricula of 10 countries which have introduced computer science education at the primary level. The K–12 Computer Science Framework was used as a theoretical frame to analyze the curricula. The results show that most countries begin their curricula with subconcepts of algorithms, program development, and under impact of computing, along with the practice of creating computational artifacts; then, countries expand upon computer science concepts and practices as learners progressed through the higher grades. Further, countries tend to introduce computer science concepts and practices in stages; once concepts and practices are introduced, they continue across multiple grades. Three approaches to implementing computer science education into the country-wide curriculum were found: introducing computer science (a) as an independent subject, (b) within multiple subjects, and/or (c) as a part of transversal competencies or an independent computer science curriculum with a cross-curricular approach. These study findings can contribute to a worldwide effort to introduce computer science education at the primary level.

“Let’s Talk about Gender” – Development of a Card Deck on (Gender) Sensitivity in HCI Research and Practice Based on a Contrasting Literature Review

Abstract Funding bodies in Western societies increasingly require researchers to address gender in their proposals – though often exclusively framed around binary notions. With oppressive power structures being prevalent and persuasive, these seep into current practices of Computer Science and Human-Computer Interaction (HCI) research. However, current curricula rarely provide actors in this space with grounded guidance on gender issues tied to their inquiries. Hence, developing an increased awareness of our societal responsibility towards equity can be challenging without an appropriate starting point. Drawing on a close reading of select literature discussing gender sensitivity in HCI research, we derived practical guidance in the form of recommendations for the design, proposal, conduct and presentation of research. Based on these recommendations, we then present the design of a card deck and initial tests thereof at ditact women’s IT summer university. Our analysis offers a starting point for HCI students and interested researchers to explore questions and issues around gender and to identify how gender relates to their research. This sensitisation may aid them in further reflecting on how they might better account for gendered implications of their work.

Interview with Norman Meyrowitz

Norm Meyrowitz is currently an Adjunct Professor of the Practice of Computer Science at Brown University. He received an Sc.B. in Computer Science from Brown in 1981, and is recognized for his work on linking and multimedia technology for the Internet and for the evolution of Web development software. In the 1980s, Norm served as a Co-Director of Brown University's Institute for Research in Information and Scholarship, where he led the development of Intermedia, a hypermedia system that influenced both the creator of the Web and the creator of the Mosaic Web browser. In mid-1980s, he helped start two ACM conferences - OOPSLA (Object-Oriented Programming, Systems, and Languages) and Hypertext '87, which continue to this day. Following his work in academia, Norm worked for several years as the Director of System/User Software for pen/tablet pioneer GO Corporation before transitioning to his role as President of Product Development at Macromedia (later acquired by Adobe). At Macromedia, Norm oversaw a variety of Web development and multimedia products at Macromedia, including Shockwave, Dreamweaver, Flash, the latter of which had more than 4 billion downloads in its heyday in the 1990s and early 2000s.

New Frontiers of Robo-Advising: Consumption, Saving, Debt Management, and Taxes

Traditional forms of robo-advice were targeted to help individuals make portfolio allocation decisions. Based on the balance-sheet view of households, the scope for robo-advising has been expanding to many other personal-finance choices, such as households' saving and consumption decisions, debt management, mortgage uptake, tax management, and lending. This chapter reviews existing research on these new functions of robo-advising with a special emphasis on the questions that are still open for researchers across several disciplines. We also discuss the attempts to optimize jointly all personal-finance decisions, which we label ``holistic robo-advisors.'' We conclude by assessing fruitful avenues for research and practice in finance, computer science, marketing, decision science, information systems, law, and sociology.