diff --git a/FromGithubForProposalText/.classpath b/FromGithubForProposalText/.classpath new file mode 100644 index 0000000..91ee9a5 --- /dev/null +++ b/FromGithubForProposalText/.classpath @@ -0,0 +1,6 @@ + + + + + + diff --git a/FromGithubForProposalText/.gitignore b/FromGithubForProposalText/.gitignore new file mode 100644 index 0000000..ae3c172 --- /dev/null +++ b/FromGithubForProposalText/.gitignore @@ -0,0 +1 @@ +/bin/ diff --git a/FromGithubForProposalText/.project b/FromGithubForProposalText/.project new file mode 100644 index 0000000..830ee96 --- /dev/null +++ b/FromGithubForProposalText/.project @@ -0,0 +1,17 @@ + + + FromGithubForProposalText + + + + + + org.eclipse.jdt.core.javabuilder + + + + + + org.eclipse.jdt.core.javanature + + diff --git a/FromGithubForProposalText/.settings/org.eclipse.jdt.core.prefs b/FromGithubForProposalText/.settings/org.eclipse.jdt.core.prefs new file mode 100644 index 0000000..838bd9d --- /dev/null +++ b/FromGithubForProposalText/.settings/org.eclipse.jdt.core.prefs @@ -0,0 +1,11 @@ +eclipse.preferences.version=1 +org.eclipse.jdt.core.compiler.codegen.inlineJsrBytecode=enabled +org.eclipse.jdt.core.compiler.codegen.targetPlatform=1.7 +org.eclipse.jdt.core.compiler.codegen.unusedLocal=preserve +org.eclipse.jdt.core.compiler.compliance=1.7 +org.eclipse.jdt.core.compiler.debug.lineNumber=generate +org.eclipse.jdt.core.compiler.debug.localVariable=generate +org.eclipse.jdt.core.compiler.debug.sourceFile=generate +org.eclipse.jdt.core.compiler.problem.assertIdentifier=error +org.eclipse.jdt.core.compiler.problem.enumIdentifier=error +org.eclipse.jdt.core.compiler.source=1.7 diff --git a/FromGithubForProposalText/CSBibs201402281357.bib b/FromGithubForProposalText/CSBibs201402281357.bib new file mode 100644 index 0000000..df0535b --- /dev/null +++ b/FromGithubForProposalText/CSBibs201402281357.bib @@ -0,0 +1,1370 @@ + + +@Article{oai:eprints.qut.edu.au:58814, + title = "Website designers : how do they experience information + literacy?", + author = "Elham Sayyad Abdi and Helen Partridge and Christine + Bruce", + publisher = "Australian Library and Information Association Ltd.", + year = "2013", + month = mar # "~26", + abstract = "This paper presents the findings from the first phase + of a larger study into the information literacy of + website designers. Using a phenomenographic approach, + it maps the variation in experiencing the phenomenon of + information literacy from the viewpoint of website + designers. The current result reveals important + insights into the lived experience of this group of + professionals. Analysis of data has identified five + different ways in which website designers experience + information literacy: problem-solving, using best + practices, using a knowledge base, building a + successful website, and being part of a learning + community of practice. As there is presently relatively + little research in the area of workplace information + literacy, this study provides important additional + insights into our understanding of information literacy + in the workplace, especially in the specific context of + website design. Such understandings are of value to + library and information professionals working with web + professionals either within or beyond libraries. These + understandings may also enable information + professionals to take a more proactive role in the + industry of website design. Finally, the obtained + knowledge will contribute to the education of both + website-design science and library and information + science (LIS) students.", + ISSN = "00049670", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:eprints.qut.edu.au:58814", + pages = "40--52", + relation = "DOI:10.1080/00049670.2013.771767; Sayyad Abdi, Elham, + Partridge, Helen, \& Bruce, Christine (2013) Website + designers : how do they experience information + literacy? The Australian Library Journal, 62(1), pp. + 40-52.", + rights = "Copyright 2013 Australian Library and Information + Association; This is a preprint of an article whose + final and definitive form has been published in The + Australian Library Journal (C) 2013 (copyright Taylor + \& Francis); The Australian Library Journal is + available online at: + http://www.tandfonline.com/doi/abs/10.1080/00049670.2013.771767#.UdZAh39--Uk", + source = "School of Information Systems; Science \& Engineering + Faculty", + subject = "080612 Interorganisational Information Systems and Web + Services; 080799 Library and Information Studies not + elsewhere classified; Information Literacy; Website + Design; Phenomenography", + URL = "http://eprints.qut.edu.au/58814/1/58814A.pdf; + http://www.tandfonline.com/doi/abs/10.1080/00049670.2013.771767#preview; + http://eprints.qut.edu.au/58814/", +} + + +@Article{oai:eprints.qut.edu.au:40969, + title = "Experiencing higher degree research supervision as + teaching", + author = "Christine S. Bruce and Ian D. Stoodley", + publisher = "Taylor \& Francis", + year = "2013", + abstract = "This article describes research higher degree + supervisors{'} experiences of supervision as a teaching + and learning practice. While research education is + considered central to the HDR experience, comparatively + little is known to date of the pedagogical lenses + adopted by supervisors as they go about their + supervision. We worked with 35 supervisors engaged in + discipline-specific and interdisciplinary research + across architectural design, science, engineering, + computer science, information systems and + librarianship. Several of these supervisors conducted + projects which interfaced with the social sciences and + humanities. The pedagogies, constructed through the + discussions and phenomenographic analysis, offer a + picture of supervisors{'} collective awareness of + supervision as a teaching and learning practice. + Supervision as a teaching and learning practice was + experienced as: Promoting the supervisor{'}s + development, Imparting academic expertise, Upholding + academic standards, Promoting learning to research, + Drawing upon student expertise, Enabling student + development, Venturing into unexplored territory, + Forming productive communities, and Contributing to + society.", + ISSN = "03075079", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:eprints.qut.edu.au:40969", + pages = "226--241", + relation = "DOI:10.1080/03075079.2011.576338; Bruce, Christine S. + \& Stoodley, Ian D. (2013) Experiencing higher degree + research supervision as teaching. Studies in Higher + Education, 38(2), pp. 226-241.", + rights = "Copyright 2011 Taylor and Francis", + source = "Faculty of Science and Technology; Institute for + Creative Industries and Innovation; Information + Systems", + subject = "130103 Higher Education; 130212 Science Technology and + Engineering Curriculum and Pedagogy; higher degree + research; supervision; pedagogy; experience; + phenomenography; HERN", + URL = "http://eprints.qut.edu.au/40969/1/40969.pdf; + http://eprints.qut.edu.au/40969/", +} + + +@InProceedings{oai:digital.library.adelaide.edu.au:2440/81597, + title = "Collaborative learning and anxiety a phenomenographic + study of collaborative learning activities", + author = "Katrina Elizabeth Falkner and Nickolas John Gowland + Falkner and Rebecca Vivian", + publisher = "ACM", + year = "2013", + abstract = "Collaborative learning encourages deeper learning, + producing significant benefit in learning outcomes. + There has been an increasing trend to adopt + collaborative activities, due to the expected learning + benefits but also because of the expected social + benefits and their impact on transition concerns. + However, collaborative activities may also introduce + additional stress and anxiety for students as they cope + with altered participation expectations, and the need + to develop collaboration, communication and management + skills concurrently with their discipline skills. In + this paper we describe a phenomenographic analysis of + student's reflections on collaborative activities, + including their perceptions of the purpose of such + activities, and corresponding behaviours.", + bibsource = "OAI-PMH server at digital.library.adelaide.edu.au", + description = "Katrina Falkner, Nickolas J.G. Falkner, Rebecca + Vivian", + identifier = "SIGCSE 2013 - Proceedings of the 44th ACM Technical + Symposium on Computer Science Education, 2013: + pp.227-232; 978145031868; 0020128354; + 10.1145/2445196.2445268", + language = "en", + oai = "oai:digital.library.adelaide.edu.au:2440/81597", + pages = "227--232", + rights = "Copyright {\copyright} 2013 ACM", + subject = "Computer Science Education; Collaborative Learning; + Phenomenography", + URL = "http://hdl.handle.net/2440/81597", +} + + +@Misc{oai:CiteSeerX.psu:10.1.1.299.7011, + title = "Students Learn {CS} in Different Ways: Insights from + an Empirical Study 1 Anders Berglund", + author = "Mattias Wiggberg", + year = "2013", + month = jul # "~22", + abstract = "This empirical study demonstrates that students {'} + learning of computer science takes place in + qualitatively different ways. The results consist of + categories, where each category describes a certain way + in which the students approach their learning. The + paper demonstrates that some of the ways of tackling + learning do better than others in producing a good + learning outcome, and that they should therefore be + encouraged. The data underlying these results were + collected through interviews with third and fourth year + students in two countries, and were analysed using a + phenomenographic research approach. Keywords Computer + science education research, the act of learning, + phenomenography. 1", + annote = "The Pennsylvania State University CiteSeerX Archives", + bibsource = "OAI-PMH server at citeseerx.ist.psu.edu", + language = "en", + oai = "oai:CiteSeerX.psu:10.1.1.299.7011", + rights = "Metadata may be used without restrictions as long as + the oai identifier remains attached to it.", + URL = "http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.299.7011; + http://crpit.com/confpapers/CRPITV78Berglund.pdf", +} + + + + +@InProceedings{conf/ecis/KaapuT12, + title = "Phenomenography: Alternative Research Approach for + Studying the Diversity of Users' understandings", + author = "Taina Kaapu and Tarja Tiainen", + year = "2012", + bibdate = "2013-01-30", + bibsource = "DBLP, + http://dblp.uni-trier.de/db/conf/ecis/ecis2012.html#KaapuT12", + booktitle = "ECIS", + pages = "29", + URL = "http://aisel.aisnet.org/ecis2012/29", +} + + + + + + + + +@Article{oai:DiVA.org:uu-122304, + title = "On the Road to a Software Profession : Students{'} + Experiences of Concepts and Thresholds", + author = "Jonas Boustedt", + publisher = "Uppsala University, Uppsala University, Division of + Scientific Computing; Uppsala : Acta Universitatis + Upsaliensis", + year = "2010", + abstract = "Research has shown that there are gaps in knowledge + between newly hired and experienced professionals and + that some of these gaps are related to concepts, such + as the concepts of object orientation. This problem, + and the fact that most computer science majors want to + work in the software industry, leads to questions + regarding why these gaps exist and how students can be + better prepared for their future careers. Against this + background, this thesis addresses two theme-based + perspectives that focus on students' views of concepts + in Computer Science.{\par}{\par}The first theme-based + perspective investigated the existence of potential + Threshold Concepts in Computer Science. Such concepts + should be troublesome, transformative, irreversible, + and integrative. Qualitative methods have been mainly + used and empirical data have been collected through + semi-structured interviews, concept maps, and written + stories. The results identified two Threshold Concepts, + suggested several more, and then described the ways in + which these concepts have transformed + students.{\par}{\par}The second theme-based perspective + took a phenomenographic approach to find the variation + in how students understand concepts related to the + software profession. Data were collected via + semi-structured interviews. In one study the interviews + were held in connection with role-playing where + students took on the role of a newly hired programmer. + The results show a variety of ways to experience the + addressed phenomena in the student collective, ranging + from superficial views that often have a practical + nature to more sophisticated understandings that + reflect a holistic approach, including a professional + point of view.{\par}{\par}Educators can use the results + to emphasize concepts that are important from students' + perspectives. The phenomenographic outcome spaces can + help teachers to reflect upon their own ways of seeing + contrasted with student conceptions. I have indicated + how variation theory can be applied to open more + sophisticated ways of seeing, which in this context + stresses the professional aspects to help students + prepare for becoming professional software + developers.{\par}", + ISSN = "1651-6214", + bibsource = "OAI-PMH server at www.diva-portal.org", + identifier = "ISBN 978-91-554-7789-9", + language = "en", + oai = "oai:DiVA.org:uu-122304", + relation = "Digital Comprehensive Summaries of Uppsala + Dissertations from the Faculty of Science and + Technology, 1651-6214 ; 734", + subject = "Biographies; class diagram; computer science + education; computer science education research; + computing concepts; concept map; content analysis; + higher education; java interface; learning; object + orientation; phenomenography; programming; role-play; + software development; software profession; threshold + concepts; variation theory; Computer science; + Datavetenskap; Subject didactics; {\"A}mnesdidaktik", + type = "Doctoral thesis, comprehensive summary", + URL = "http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-122304", +} + + + + + +@Article{oai:doaj-articles:1a2d50e1ab0cb8ecc877d33a49b312a6, + title = "Problem solving and creativity in engineering: + conclusions of a three year project involving reusable + learning objects and robots", + author = "Jonathan Adams and Stefan Kaczmarczyk and Phil Picton + and Peter Demian", + publisher = "The Higher Education Academy", + year = "2010", + abstract = "The necessity for creative problem solving skills + within the sciences and engineering are highlighted in + benchmark and policy statements as essential abilities. + None of these statements, however, offer any guidance + on how these skills might be fostered, let alone + assessed.This paper presents findings from the second + cycle of an action research project to develop a + dedicated creative problem solving module for first + year engineering undergraduates. In the module problem + based learning (PBL) techniques have been used with + Lego Mindstorm NXT robots to develop creative problem + solving skills. The focus of the module has been on + developing process skills as opposed to the simple + methodical solving of routine problems. Process skills + have been introduced and mediated by the use of + reusable learning objects (RLOs) within a virtual + learning environment (VLE). Separate RLOs have also + been used to develop skills in using the robots.The + action research cycle has been informed by a parallel + project involving interviews designed to explore the + perceptions of students, academics and professional + engineers of creative problem solving. Phenomenography + has been used as the main research tool.Student + feedback through online questionnaires, focus groups, + classroom-based observation and interviews indicates + that the module, and its means of delivery, has proven + successful in improving creative problem solving + skills. It also highlights the value of developing + process skills within a practical and motivational + environment.", + ISSN = "17500044", + bibsource = "OAI-PMH server at www.doaj.org", + oai = "oai:doaj-articles:1a2d50e1ab0cb8ecc877d33a49b312a6", + source = "Engineering Education", + subject = "engineering education research; creativity; problem + solving; PBL", + URL = "http://www.engsc.ac.uk/journal/index.php/ee/article/view/230/223; + http://www.doaj.org/doaj?func=openurl\&genre=article\&issn=17500044\&date=2010\&volume=5\&issue=2\&spage=4", +} + + +@InProceedings{conf/iticse/Thompson10, + title = "From phenomenography study to planning teaching", + author = "Errol Thompson", + bibdate = "2010-07-06", + bibsource = "DBLP, + http://dblp.uni-trier.de/db/conf/iticse/iticse2010.html#Thompson10", + booktitle = "ITiCSE, Proceedings of the 15th Annual {SIGCSE} Conference on + Innovation and Technology in Computer Science + Education, {IT}i{CSE} 2010, Bilkent, Ankara, Turkey, + June 26-30, 2010", + publisher = "ACM", + year = "2010", + editor = "Reyyan Ayfer and John Impagliazzo and Cary Laxer", + ISBN = "978-1-60558-729-5", + pages = "13--17", + URL = "http://doi.acm.org/10.1145/1822090.1822096", +} + + + +@Article{oai:DiVA.org:uu-9551, + title = "Novice Programming Students' Learning of Concepts and + Practise", + author = "Anna Eckerdal", + publisher = "Uppsala University, Uppsala University, Division of + Scientific Computing; Uppsala : Acta Universitatis + Upsaliensis", + year = "2009", + abstract = "Computer programming is a core area in computer + science education that involves practical as well as + conceptual learning goals. The literature in + programming education reports however that novice + students have great problems in their learning. These + problems apply to concepts as well as to + practise.{\par}{\par}The empirically based research + presented in this thesis contributes to the body of + knowledge on students' learning by investigating the + relationship between conceptual and practical learning + in novice student learning of programming. Previous + research in programming education has focused either on + students' practical or conceptual learning. The present + research indicates however that students' problems with + learning to program partly depend on a complex + relationship and mutual dependence between the + two.{\par}{\par}The most significant finding is that + practise, in terms of activities at different levels of + proficiency, and qualitatively different conceptual + understandings, have dimensions of variation in + common.{\par}{\par}An analytical model is suggested + where the dimensions of variation relate both to + concepts and activities. The implications of the model + are several. With the dimensions of variation at the + center of learning this implies that when students + discern a dimension of variation, related conceptual + understandings and the meaning embedded in related + practises can be discerned.{\par}{\par}Activities as + well as concepts can relate to more than one dimension. + Activities at a higher level of proficiency, as well as + qualitatively richer understandings of concepts, relate + to more dimensions of variation.{\par}{\par}Concrete + examples are given on how variation theory and patterns + of variation can be applied in teaching programming. + The results can be used by educators to help students + discern dimensions of variation, and thus facilitate + practical as well as conceptual learning.{\par}", + ISSN = "1651-6214", + bibsource = "OAI-PMH server at www.diva-portal.org", + identifier = "ISBN 978-91-554-7406-5", + language = "en", + oai = "oai:DiVA.org:uu-9551", + relation = "Digital Comprehensive Summaries of Uppsala + Dissertations from the Faculty of Science and + Technology, 1651-6214 ; 600", + subject = "Computer science education; computer science education + research; object-oriented programming; novice students; + phenomenography; variation theory; dimensions of + variation; learning; higher education; concepts; + practise; Ways of Thinking and Practising; Computer + science; Datavetenskap; Subject didactics; + {\"A}mnesdidaktik", + type = "Doctoral thesis, comprehensive summary", + URL = "http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-9551", + annote={writes on four research themes: students' experience of learning to program, sutdents' understandings of central concepts in programming, how students use and experience help and students' motives for learning programming. She states that categories were formulated and these results can be used to identify aspects of learning to program that are critical from the students' perspective.} +} + +@Proceedings{ict2009, + author = "Tero Vartiainen", + editor = "Gunilla Bradley and Piet Kommers", + keywords = "Moral problems, IT field, phenomenography.", + title = "{IT} {PROFESSIONALS}? {PERCEPTIONS} {ON} {THE} + {NATURE} {OF} {MORAL} {PROBLEMS}", + booktitle = "Proceedings of the IADIS International Conference ICT, + Society and Human Beings 2009 (part of MCCSIS 2009)", + year = "2009", + type = "Full Paper", + publisher = "IADIS", + ISBN = "978-972-8924-82-9", + URL = "http://iadisportal.org/index.php?option=com_booklibrary&catid=211&id=6132&lang=en&task=view", + file = "http://iadisportal.org/index.php?option=com_booklibrary&catid=211&id=6132&lang=en&task=view", + abstract = "This study reveals IT professionals? perceptions on + the concept of moral problem and what it is like to be + in such a situation. Twenty-one IT professionals were + interviewed and phenomenography was used in the + analysis. The collective description shows that moral + problems are perceived both as compulsory + decision-making and compulsory wrong-doing situations. + Moral problems are felt to be mentally hard but they + involve a developmental opportunity. These results are + reflected to the literature and implications for + computing associations, firms and educational + institutes are presented.", + pages = "43--50", +} + + + +@phdthesis{oai:eprints.qut.edu.au:16682, + title = "Conceptions of geographic information systems ({GIS}) + held by senior geography students in Queensland", + author = "Bryan A. West", + year = "2008", + abstract = "Geographical Information Systems (GIS) represent one + of the major contributions to spatial analysis and + planning of the new technologies. While teachers and + others have viewed its potential contribution to + geographical education as considerable, it has not been + known with any certainty whether they present a + valuable educational tool that aids geographical + education. The value of GIS to geographical education + is viewed as depending on a geographical education + being, in itself, valuable. Within this context, + synergetic focus groups are employed to explore the + conceptions of GIS held by 109 secondary school + students studying Senior Geography in metropolitan and + regional Queensland, Australia. A phenomenographic + approach is adopted to identify the six qualitatively + different ways, or conceptions, in which the + participating students experience GIS as: 1. Maps and a + source of maps in geography. 2. Mapping in geography: a + way to use and create maps. 3. A professional mapping + tool: exceeding the needs of senior geography. 4. + Frustrating geography: irksome and presenting many + challenges to the student-user. 5. Relevant geography: + within and beyond the school experience. 6. A better + geography: offering a superior curriculum, and broader + geographical education, when contrasted to a senior + geography that omits its use. The structural and + referential elements of each of these conceptions are + elucidated within corresponding Categories of + Description. The qualitatively different ways in which + the conceptions may be experienced are illustrated + through an Outcome Space, comprising a metaphoric + island landscape. This structural framework reveals + that for the Senior Geography students who participated + in this investigation, the extent to which GIS may + augment the curriculum is influenced by the nature of + students' individual understandings of how GIS manages + spatial data. This research project is a response to + repeated calls in the literature for teachers of + geography themselves to become researchers and for a + better understanding of GIS within geography education. + It reviews the salient literature with respect to + geography and geography education generally, and GIS + within geographical education specifically. The + investigation has confirmed that qualitatively + different conceptions of GIS exist amongst students and + that these are not consistently aligned with + assumptions about its use and benefits as presented by + current literature. The findings of the study + contribute to knowledge of the potential educational + outcomes associated with the use of GIS in geography + education and decisions related to current and + potential geography curricula. It provides guidance for + future curriculum development involving GIS and argues + for additional research to inform educators and the + spatial sciences industry about the actual and + perceived role of GIS within geography education.", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:eprints.qut.edu.au:16682", + relation = "West, Bryan A. (2008) Conceptions of geographic + information systems (GIS) held by senior geography + students in Queensland. PhD thesis, Queensland + University of Technology.", + rights = "Copyright Bryan Andrew West", + school = "Queensland University of Technology", + subject = "conceptions of GIS; geographical information systems; + GIS; geography education; information and + communications technologies; maps and mapping; + phenomenography; senior geography; students; teaching + and learning; qualitative research methods", + URL = "http://eprints.qut.edu.au/16682/1/Bryan_Andrew_West_Thesis.pdf; + http://eprints.qut.edu.au/16682/", +} + +@InProceedings{conf/icer/Boustedt08, + title = "A methodology for exploring students' experiences and + interaction with large-scale software through role-play + and phenomenography", + author = "Jonas Boustedt", + bibdate = "2013-08-16", + bibsource = "DBLP, + http://dblp.uni-trier.de/db/conf/icer/icer2008.html#Boustedt08", + booktitle = "ICER, International Computing Education Research Workshop, + {ICER} '08, Sydney, Australia, September 6-7, 2008", + publisher = "ACM", + year = "2008", + editor = "Michael E. Caspersen and Raymond Lister and Mike + Clancy", + ISBN = "978-1-60558-216-0", + pages = "27--38", + URL = "http://dl.acm.org/citation.cfm?id=1404520", +} + + + + +@Misc{oai:dipp.nrw.de:dipp:1251, + title = "Teachers' professional development in a community", + titletranslation = "A study of the central actors, their networks and + web-based learning", + author = "Essi Ryymin and Jiri Lallimo and Kai Hakkarainen", + year = "2007", + month = dec # "~27", + abstract = "The goal of this article was to study teachers' + professional development related to web-based learning + in the context of the teacher community. The object was + to learn in what kind of networks teachers share the + knowledge of web-based learning and what are the + factors in the community that support or challenge + teachers professional development of web-based + learning. The findings of the study revealed that there + are teachers who are especially active, called the + central actors in this study, in the teacher community + who collaborate and share knowledge of web-based + learning. These central actors share both technical and + pedagogical knowledge of web-based learning in networks + that include both internal and external relations in + the community and involve people, artefacts and a + variety of media. Furthermore, the central actors + appear to bridge different fields of teaching expertise + in their community. According to the central actors' + experiences the important factors that support + teachers' professional development of web-based + learning in the community are; the possibility to learn + from colleagues and from everyday working practices, an + emotionally safe atmosphere, the leader's personal + support and community-level commitment. Also, the + flexibility in work planning, challenging pupils, + shared lessons with colleagues, training events in an + authentic work environment and colleagues' + professionalism are considered meaningful for + professional development. As challenges, the knowledge + sharing of web-based learning in the community needs + mutual interests, transactive memory, time and + facilities, peer support, a safe atmosphere and + meaningful pedagogical practices. On the basis of the + findings of the study it is suggested that by intensive + collaboration related to web-based learning it may be + possible to break the boundaries of individual + teachership and create such sociocultural activities + which support collaborative professional development in + the teacher community. Teachers' in-service training + programs should be more sensitive to the culture of + teacher communities and teachers' reciprocal relations. + Further, teacher trainers should design teachers' + in-service training of web-based learning in + co-evolution with supporting networks which include the + media and artefacts as well as people.", + bibsource = "OAI-PMH server at www.dipp.nrw.de", + identifier = "urn:nbn:de:0009-5-12510", + language = "eng", + oai = "oai:dipp.nrw.de:dipp:1251", + rights = "fDPPL", + source = "eleed ; 4 , 1", + subject = "e-learning; professional development; web-based + learning; social network analysis; phenomenography; + central actors; teacher community; teachers' in-service + training; ddc: 005.11; ddc: 006.4; ddc: 153.15; ddc: + 371.358; pacs: systems theory application in education; + pacs: software engineering techniques; pacs: Groupware; + pacs: multimedia; pacs: education and training", + URL = "http://eleed.campussource.de/archive/4/1251", +} + +@Misc{oai:CiteSeerXPSU:10.1.1.1.4605, + title = "In {G}. Kadoda (Ed). Proc. {PPIG} 13 Pages 53-69 13", + author = "Th Workshop Of and Anders Berglund", + year = "2007", + abstract = "This PhD student paper discusses a possible approach + for studying students{'}learning about computer + networks in a course that is jointly taught by two + universities as an internationally distributed course. + Since the students are working in virtual teams, + consisting of six students, three in Sweden and three + in the US, with a technically advanced assignment, the + environment in which the learning takes place has a + significant influence on the learning. An approach to + studying the students{'}experience of their learning as + well as their experience of the context of the + learning, combining phenomenography with activity + system, is proposed. While the experience of the + learning is studied with a phenomenographic approach, + an activity system seen {"}from within{"} through the + eyes of a learner is used to analyse the experienced + context. My Phd project - its background and purpose + Phenomenography has proved to be a fruitful approach + for studying students{'}experience of learning in + higher education. It has, however, been criticised for + not paying sufficient attention to the context of the + learning. In my research, studying students{'}learning + in an internationally distributed course, that is + students{'} learning in a particular environment, the + context becomes important. Since this context is an + integrated part of the students{'}experience of their + learning, as well as a factor that is expected to + influence the outcome of the learning to a large + degree, I need to analyse the context as it is + experienced by the students. My choice is to use a + phenomenographic perspective on the context seen which + is seen as an activity system, a choice that I argue + will give me the possibility to analyse the + students{'}experience of their learning in the + experienced context.", + bibsource = "OAI-PMH server at citeseerx.ist.psu.edu", + contributor = "CiteSeerX", + language = "en", + oai = "oai:CiteSeerXPSU:10.1.1.1.4605", + relation = "10.1.1.107.7030", + rights = "Metadata may be used without restrictions as long as + the oai identifier remains attached to it.", + URL = "http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.1.4605; + http://www.ppig.org/workshops/../papers/13th-berglund.pdf", +} + + + +@Article{journals/aslib/Andretta07, + title = "Phenomenography: a conceptual framework for + information literacy education", + author = "Susie Andretta", + journal = "Aslib Proceedings", + year = "2007", + number = "2", + volume = "59", + bibdate = "2013-11-12", + bibsource = "DBLP, + http://dblp.uni-trier.de/db/journals/aslib/aslib59.html#Andretta07", + pages = "152--168", + URL = "http://dx.doi.org/10.1108/00012530710736663", +} + + + +@Article{oai:GenericEPrints.OAI2:6305, + title = "Changing foci and expanding horizons- some reflections + on directions for phenomenography and variation + theory", + author = "Bruce Christine", + year = "2006", + month = jan # "~01", + abstract = "This paper documents my journey of reflection, as I + consider the way forward for phenomenography and + variation theory. In the first half of the paper, I + analyse my personal experience of phenomenography and + variation theory, and explore some aspects of their + development. My own professional journey suggests that + phenomenography and variation theory have the potential + to transform learning and teaching at every level; and + have the potential to transform disciplines as + colleagues begin to take an interest in understanding + variation in the experience of phenomena related to + their discipline. In the second half of the paper, I + explore socio-political and methodological directions. + I propose that the currently minor themes of growing + teacher-researchers and fostering discipline-based + research are likely to become more dominant; and that + continuing emphases on phenomenography and variation + theory will shed new light on our continuing + conversations and debates in the university + environment. Phenomenography is also becoming + established as a well respected + qualitative/interpretive research approach in the wider + arena. We need to continue to strengthen the research + approach, including establishing its interrelationship + with variation theory, to make it more readily useable + by colleagues engaged in {`}discipline{'} research, and + by teacher-researchers.", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:GenericEPrints.OAI2:6305", + subject = "Faculty of Information Technology", + URL = "http://eprints.qut.edu.au/archive/00006305/; + http://eprints.qut.edu.au/archive/00006305/01/6305.pdf", +} + +@Book{oai:GenericEPrints.OAI2:5454, + title = "{E}-Learning \& Learning Objects: Learning Information + Searching in an {E}-Learning Environment", + author = "Sylvia Lauretta Edwards and Helen Partridge", + year = "2006", + month = jan # "~01", + abstract = "The benefits of e-learning, and consequently the + driving forces behind the e-learning uptake in higher + education have been widely discussed. They include + greater accessibility and flexibility, a more cost + effective and cost efficient program of study, and a + higher quality of student learning experience. However, + in 2001 Zenger and Uehlein observed that in the recent + {"}rush to e-learning the emphasis has been largely on + the e and not on the learning (p. 60). What Zenger and + Uehlein are suggesting is that in the current focus on + technological applications in higher education the + reason for the application (i.e. meaningful learning + for students) has been forgotten. The Queensland + University of Technology (QUT) is committed to + {"}[providing] outstanding learning environments and + programs that lead to excellent outcomes for graduates + (QUT, 2003, p. ii). In pursuit of this goal the + university has identified as one of its {"}top + priorities the {"}[integration of information and + communications technology into our + teaching{\ldots}functions and infrastructure (QUT, + 2003, p.ii). In direct defiance to the observations of + Zenger and Uehlein, QUT will {"}make a coordinated and + strategic effort to use the increasing capacity and + flexi-bility of technologies to transform our teaching + and learning environment in ways which engage and + challenge students, and which enable different learning + envi-ronment [italics added], on-campus and off-campus, + to be used in ways which are complementary and mutually + reinforcing (QUT, 2003, p. 4). This chapter will + provide a case study on how e-learning is being + de-signed, developed and implemented with QUT with a + balanced focus on both the e and the learning. The + Faculty of Information Technology at QUT is dedicated + to the development of graduates who are not only + discipline savvy but also highly information literate. + To facilitate the development of informa-tion literacy + the Faculty supported a project which involved the + crea-tion of an online learning tool known as the + Reflective Online Search-ing Skills (ROSS) Environment. + ROSS is a flexible and interactive online learning tool + for developing student skills and knowledge within the + area on online searching. It was developed for use + within the un-dergraduate unit ITB322 Information + Resources. This chapter will dis-cuss how ROSS was + developed to take advantage of emerging technol-ogy + (the e) whilst grounded in sound instructional theory + and meaning-ful learning principles (the learning). In + this paper we will also briefly outline the various + types of e-learning models and indicate which of these + models we used in our design, and explain the learning + theory and research findings which underpin the overall + development of ROSS. The learning theory is variation + theory and the research method was phenomenography. In + our work, the student perspective was also con-sidered + with student expectations and perceptions informing + both the design and the use of ROSS. The paper will + also discuss how ROSS, an e-learning strategy developed + for use within a specific undergraduate IT unit, is + being developed into an online learning object for use + by other QUT academics regardless of discipline. The + many challenges in the creation and use of ROSS will be + outlined, as well as examples from the Pilot product in + one subject unit, and its subsequent beta version used + in other faculties. These challenges occur for both the + teaching staff during the instructional design phase + and for the students during the implementation phase. + The lessons learnt, or the pitfalls, in the development + of re-usable learning objects will all be discussed and + summarised at the end of the chapter. The chapter will + provide recommendations on how to ensure the design and + implemen-tation of e-learning and learning objects is + considered in a holistic man-ner guided by sound + pedagogy and student needs and attitudes. The chapter + is significant because it provides a best practice + example of how to blend together imaginative use of + technology, instructional theories and principles, and + student{'}s expectations, to careful craft e-learning + and learning objects so as to facilitate the learning + experience of stu-dents in a holistic manner.", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:GenericEPrints.OAI2:5454", + subject = "280103 Information Storage, Retrieval and Management; + 330199 Education Studies not elsewhere classified; + 280000 Information, Computing and Communication + Sciences", + URL = "http://eprints.qut.edu.au/archive/00005454/", +} + + + +@Article{oai:DiVA.org:uu-5754, + title = "Learning computer systems in a distributed project + course : The what, why, how and where", + author = "Anders Berglund", + publisher = "Uppsala University, Computer Systems; Uppsala : Acta + Universitatis Upsaliensis", + year = "2005", + abstract = "Senior university students taking an internationally + distributed project course in computer systems find + themselves in a complex learning situation. To + understand how they experience computer systems and act + in their learning situation, the what, the why, the how + and the where of their learning have been studied from + the students{'} perspective. The what aspect concerns + the students{'} understanding of concepts within + computer systems: network protocols. The why aspect + concerns the students{'} objectives to learn computer + systems. The how aspect concerns how the students go + about learning. The where aspect concerns the + students{'} experience of their learning environment. + These metaphorical entities are then synthesised to + form a whole.{\par}{\par}The emphasis on the + students{'} experience of their learning motivates a + phenomenographic research approach as the core of a + study that is extended with elements of activity + theory. The methodological framework that is developed + from these research approaches enables the researcher + to retain focus on learning, and specifically the + learning of computer systems, throughout.{\par}{\par}By + applying the framework, the complexity in the learning + is unpacked and conclusions are drawn on the + students{'} learning of computer systems. The results + are structural, qualitative, and empirically derived + from interview data. They depict the students{'} + experience of their learning of computer systems in + their experienced learning situation and highlight + factors that facilitate learning.{\par}{\par}The + results comprise sets of qualitatively different + categories that describe how the students relate to + their learning in their experienced learning + environment. The sets of categories, grouped after the + four components (what, why, how and where), are + synthesised to describe the whole of the students{'} + experience of learning computer + systems.{\par}{\par}This study advances the discussion + about learning computer systems and demonstrates how + theoretically anchored research contributes to teaching + and learning in the field. Its multi-faceted, + multi-disciplinary character invites further debate, + and thus, advances the field.{\par}", + ISBN = "91-554-6187-5", + ISSN = "1104-2516", + bibsource = "OAI-PMH server at www.diva-portal.org", + identifier = "ISBN 91-554-6187-5", + language = "en", + oai = "oai:DiVA.org:uu-5754", + relation = "Uppsala Dissertations from the Faculty of Science and + Technology, 1104-2516 ; 62", + subject = "computer science education; computer science education + research; computer networking; computer systems; + phenomenography; activity theory; learning; higher + education; team collaboration; remote collaboration; + Computer science; Datavetenskap; Subject didactics; + {\"A}mnesdidaktik", + type = "Doctoral thesis, monograph", + URL = "http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-5754", +} + + +@Article{oai:eprints.lincoln.ac.uk:600, + title = "Attributes and levels of programme management + competence: an interpretive study", + author = "David Partington and Sergio Pellegrinelli and Malcolm + Young", + publisher = "Elsevier / IPMA", + year = "2005", + month = feb, + abstract = "Growth in the use of programmes as a vehicle for + implementing strategy has been accompanied by a need to + understand the competence of effective programme + managers. Corporate leaders know that promoting proven + project managers into a programme manager role is + unreliable, yet little rigorous research has been done + into the distinctiveness of programme management + competence. Using the interpretive approach known as + phenomenography, we studied the management of 15 + strategic programmes spread over seven industry + sectors. We present our findings in the form of a + framework of 17 key attributes of programme management + work, each conceived at four levels in a hierarchy of + competence", + ISSN = "0263-7863", + bibsource = "OAI-PMH server at eprints.lincoln.ac.uk", + identifier = "Partington, David and Pellegrinelli, Sergio and Young, + Malcolm (2005) Attributes and levels of programme + management competence: an interpretive study. + International journal of project management : the + journal of the International Project Management + Association, 23 (2). pp. 87-95. ISSN 0263-7863", + oai = "oai:eprints.lincoln.ac.uk:600", + pages = "87--95", + subject = "N210 Management Techniques; N100 Business studies; + N200 Management studies", + type = "PeerReviewed", + URL = "http://dx.doi.org/10.1016/j.ijproman.2004.06.004; + http://eprints.lincoln.ac.uk/600/", +} + + + +@Misc{oai:arXiv.org:physics/0401053, + title = "Learning-focuses in physics simulation learning + situations", + note = "Comment: 6 pages, presented at the 12th SAARMSTE + conference, Cape Town", + author = "Ake Ingerman and Cedric Linder and Delia Marshall", + year = "2004", + month = jan # "~12", + abstract = "This is a report on a qualitative study of students' + learning where a physicscomputer simulation session is + used to supplement lectures on the topic.Drawing on + phenomenography as the analytical framework, the + students'learning-focuses were analysed. The result is + a description of four distinctlydifferent + learning-focuses that emerged when the students + involved in the studyinteracted with the computer + simulations. These learning-focuses were thenanalysed + in terms of the level of interaction, the nature of + physics knowledgeand views of learning experienced by + the students. These results were then usedto identify + advantages and disadvantages of learning through + interaction withsimulations.", + bibsource = "OAI-PMH server at export.arxiv.org", + oai = "oai:arXiv.org:physics/0401053", + subject = "Physics - Physics Education", + URL = "http://arxiv.org/abs/physics/0401053", +} + + +@Article{oai:eprints.qut.edu.au:3229, + title = "Masters Students{'} Experiences of Learning to + Program: An Empirical Model", + author = "Christine S. Bruce and Ruth J. Christie and Ian D. + Stoodley", + year = "2004", + month = nov, + abstract = "The investigation reported here examined how Masters + students experience learning to program. The + phenomenographic research approach adopted permitted + the analysis of 1) how students go about learning to + program, that is the {`}Act{'} of learning to program, + and 2) what students understand by {`}programming{'}, + that is the {`}Object{'} of learning to program. + Analysis of data from twenty-three participants + identified five different experiences of the Act of + learning to program and five different experiences of + the Object of learning to program. Together the + findings comprise an empirical model of the learning to + program experience amongst the participating students. + We suggest how our findings are significant for + programming teachers and offer tools to explore + students{'} views.", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:eprints.qut.edu.au:3229", + relation = "Bruce, Christine S., Christie, Ruth J., \& Stoodley, + Ian D. (2004) Masters Students{'} Experiences of + Learning to Program: An Empirical Model. In QualIT, + 24-26th November 2004, Griffith University, Brisbane.", + rights = "Copyright 2004 (The authors)", + source = "Faculty of Science and Technology", + subject = "130103 Higher Education; 130399 Specialist Studies in + Education not elsewhere classified; 080399 Computer + Software not elsewhere classified; phenomenography; + learning; programming; higher education; student + experience", + URL = "http://eprints.qut.edu.au/3229/1/3229_1.pdf; + http://eprints.qut.edu.au/3229/", +} + + +@Misc{oai:GenericEPrints.OAI2:999, + title = "Using Phenomenography to Construct the Students + Experience of Learning. (PowerPoint presentation) Paper + by invitation presented at The Australian New Zealand + Institute of Information Literacy ({ANZIIL}) Research + practices for librarians symposium, 7th-8th July 2003, + Brisbane, Australia", + author = "Sylvia Edwards", + year = "2003", + month = jan # "~01", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + description = "No abstract available", + oai = "oai:GenericEPrints.OAI2:999", + subject = "Faculty of Information Technology; 400200 + Librarianship", + URL = "http://eprints.qut.edu.au/archive/00000999/; + http://eprints.qut.edu.au/archive/00000999/01/July_2003.pdf", +} + + + +@Article{journals/sigcse/Lister03, + title = "A research manifesto, and the relevance of + phenomenography", + author = "Raymond Lister", + journal = "SIGCSE Bulletin", + year = "2003", + number = "2", + volume = "35", + bibdate = "2008-07-16", + bibsource = "DBLP, + http://dblp.uni-trier.de/db/journals/sigcse/sigcse35.html#Lister03", + pages = "15--16", + URL = "http://doi.acm.org/10.1145/782941.782953", +} + + +@TechReport{oai:CiteSeerXPSU:10.1.1.142.1751, + title = "On the Understanding of Computer Network Protocols", + author = "Anders Berglund and Anders Berglund", + year = "2002", + abstract = "How students {'} learn about network protocols is + studied in a project-centred, internationally + distributed, university course in computer systems + taught jointly by two universities. Insights into + students {'} understanding of basic concepts within + computer networks are gained through an empirical + phenomenographic research approach. The use of + phenomenography as a research approach makes it + possible to learn about computer science, as it is + experienced by the students. The context in which the + research is carried out and issues concerning by whom + the context is experienced, are investigated and form a + part of the methodological basis. Students {'} + understanding of some protocols that are used within + the project, as well as their experience of the general + concept of network protocols are investigated, and + different ways of experiencing the protocols are + discerned. Some aspects that indicate good learning + outcomes are identified, such as being capable of + understanding a protocol in different ways and of + making relevant choices between the ways it could be + experienced according to the context in which it + appears. Based on these results a discussion on + learning and teaching is developed. It is argued that + a", + annote = "Uppsala University", + bibsource = "OAI-PMH server at citeseerx.ist.psu.edu", + contributor = "CiteSeerX", + language = "en", + oai = "oai:CiteSeerXPSU:10.1.1.142.1751", + relation = "10.1.1.109.5873; 10.1.1.142.1582; 10.1.1.109.5642; + 10.1.1.120.9065", + rights = "Metadata may be used without restrictions as long as + the oai identifier remains attached to it.", + URL = "http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.142.1751; + http://www.it.uu.se/research/reports/lic/2002-002/2002-002.pdf", +} + +@TechReport{A-2002-6, + author = "Hannakaisa Isom{\"a}ki", + title = "The Prevailing Conceptions of the Human Being in + Information Systems Development: Systems Designers� + Reflections", + institution = "Department of Computer and Information Sciences, + University of Tampere", + year = "2002", + number = "A-2002-6", + abstract = "The goal of human-centred information systems + development (ISD) is to adjust information systems (IS) + to meet human characteristics and action. This + perspective is in this study referred to as the + humanisation of IS. Traditionally, the prevailing + argument has been that the humanisation of IS can be + best achieved by utilising human-centred ISD + methodologies. In this study it is argued that it is + the prevailing conceptions of IS designers of the user + that are more fundamental. Even if the designers are to + use a human-centred methodology the designers� + intentions and design activity will be directed by + their conceptions about the nature of those people that + will interact with the system. This dissertation + investigates the nature and comprehensiveness of + information systems (IS) designers� conceptions of the + human being as a user of an IS. Two particular + standpoints are taken in the study. First, the user is + defined as a human being. This means that users are + conceptualised according to their fundamental + constituents as humans rather than in terms of + different instrumental tasks and purposes which people + accomplish with the aid of IS. Second, IS designers� + conceptions of humans as users of an IS are seen as + knowledge that reflects IS designers� competence in + humanising IS. Competence is here seen as constituted + by the meaning that users take on for the designers in + their experience, which, in turn, reflect partial or + more comprehensive notions of people indicating + qualitatively different levels of competence. An + interpretatively oriented approach referred to as + phenomenography was adopted in this study. By drawing + on in-depth interviews with 20 Finnish IS designers, 18 + qualitatively different conceptions of the human being + were categorised from the IS designers� descriptions. + These conceptions are not only varied in their + conceptualisations of the different human qualities, + but also constitute a hierarchy of competence. This + hierarchy can be drawn up in terms of three forms of + thought: the separatist, functional, and holistic forms + of thought. The separatist form of thought provides + designers predominantly with technical perspectives and + a capacity to objectify matters. The functional form of + thought focuses on external task information and task + productivity, nevertheless, with the help of positive + emotions. The holistic form of thought provides + designers with competence in human-centred ISD, + although without revealing all aspects of the richness + of the human condition. The study rethinks the + conception of the human being in ISD. The empirical + results suggest that only few of the Finnish IS + designers have the ability to contribute to the + humanisation of IS.", + note = "Ph.D. Thesis.", + URL = "http://acta.uta.fi/pdf/951-44-5388-3.pdf", +} + + +@Misc{oai:handelsepc.OAI2:2206, + title = "Identifying software engineers' competence at Iquity + systems -Using a phenomenographic approach", + author = "Mark Castellino and David Hellstr{\"o}m", + publisher = "G{\"o}teborg University - School of Economics and + Commercial Law/Graduate Business School", + year = "2001", + abstract = "Technological change, intense global competition and + the increasing emergence of knowledge-intensive + companies have put new demands on management in + organisations, which have led to a shift from valuing + physical assets to more focusing on humans and their + competence. But, in this highly debatable field of + competence, academics are arguing about how to define + what it actually is while organisations, which + recognise the importance of attracting and developing + competent employees as the key for future success, are + implementing a system or strategy that gives an + illusion of competence within the field of management. + In this research, we used a phenomenographic approach + to identify what competence is for Software Engineers + at Iquity Systems Inc. This method allowed us to attain + the Software Engineers' descriptions and experiences of + working as a Software Engineer. Our major finding could + be seen as quite revolutionary in the field of + competence, as we found that competence could be seen + in another way than the traditional rationalistic view, + looking at attributes necessary for accomplishing work. + Instead, we argue that an individual's + understanding/conception of work organises and delimits + his way of accomplishing work.", + bibsource = "OAI-PMH server at www.handels.gu.se", + language = "eng", + oai = "oai:handelsepc.OAI2:2206", + subject = "Competence; phenomenography; interpretative; + rationalistic; social construction; Software Engineers; + Iquity Systems Inc", + type = "D", + URL = "http://www.handels.gu.se/epc/archive/00002206/; + http://www.handels.gu.se/epc/archive/00002206/01/Castellino_2000_42.pdf", +} + + +@Article{journals/jcal/JonesA01, + title = "Experiences of assessment: using phenomenography for + evaluation", + author = "C. Jones and M. Asensio", + journal = "J. Comp. Assisted Learning", + year = "2001", + number = "3", + volume = "17", + bibdate = "2004-08-25", + bibsource = "DBLP, + http://dblp.uni-trier.de/db/journals/jcal/jcal17.html#JonesA01", + pages = "314--321", + URL = "http://dx.doi.org/10.1046/j.0266-4909.2001.00186.x", +} + + + + +@Misc{oai:CiteSeerPSU:668020, + title = "The Image of the Human Being in Information", + author = "Hannakaisa Isomki", + year = "1999", + month = jul # "~07", + abstract = "This paper describes the qualitatively different views + of users that Finnish IS designers have. This view is a + basis for the IS-user relationship. A method of + empirical research for investigating human beings' + views of the surrounding world, phenomenography, is + presented. The preliminary results of the analysis + indicate that IS designers tend to give meaning to + users through the intentions of the situation in + question rather than connecting characteristics typical + of a human being to the user.", + annote = "Hannakaisa Isomki (University of Jyvskyl);", + bibsource = "OAI-PMH server at cs1.ist.psu.edu", + language = "en", + oai = "oai:CiteSeerPSU:668020", + rights = "unrestricted", + URL = "http://citeseer.ist.psu.edu/668020.html; + http://iris22.it.jyu.fi/iris22/pub/Isom%E4ki.pdf", +} + + +@Article{oai:eprints.qut.edu.au:57651, + title = "Phenomenography : opening a new territory for library + and information science research", + author = "Christine S. Bruce", + publisher = "Taylor Graham", + year = "1999", + abstract = "Phenomenography is a research approach devised to + allow the investigation of varying ways in which people + experience aspects of their world. Whilst growing + attention is being paid to interpretative research in + LIS, it is not always clear how the outcomes of such + research can be used in practice. This article explores + the potential contribution of phenomenography in + advancing the application of phenomenological and + hermeneutic frameworks to LIS theory, research and + practice. In phenomenography we find a research toll + which in revealing variation, uncovers everyday + understandings of phenomena and provides outcomes which + are readily applicable to professional practice. THe + outcomes may be used in human computer interface + design, enhancement, implementation and training, in + the design and evaluation of services, and in education + and training for both end users and information + professionals. A proposed research territory for + phenomenography in LIS includes investigating + qualitative variation in the experienced meaning of: 1) + information and its role in society 2) LIS concepts and + principles 3) LIS processes and; 4) LIS elements.", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:eprints.qut.edu.au:57651", + pages = "31--48", + relation = "Bruce, Christine S. (1999) Phenomenography : opening a + new territory for library and information science + research. The New Review of Information and Library + Research, 5(1), pp. 31-48.", + rights = "Copyright 1999 Taylor Graham", + source = "School of Information Systems; Science \& Engineering + Faculty", + subject = "080700 LIBRARY AND INFORMATION STUDIES; + phenomenography; qualitative research; HCI; end user + training", + URL = "http://eprints.qut.edu.au/57651/1/57651.pdf; + http://eprints.qut.edu.au/57651/", +} + + +@phdthesis{oai:eprints.qut.edu.au:15916, + title = "Social science research students' conceptions of + thesauri", + author = "Helmut Klaus", + year = "1998", + abstract = "It is widely recognised that meaning and + interpretation are fundamental aspects of user-system + interaction in the retrieval of specialised + information. Important constituents of information + retrieval system are thesauri. To identify what + understandings of thesauri exist, is crucial to improve + instruction of database users and for an assessment of + the functioning of thesauri in specialised information. + Thesauri as phenomena can be viewed from a techno + scientific perspective and a lifeworld perspective. The + lifeworld perspective is made up of the collective + understanding of those who use them. Lifeworld aspects + of thesauri, i.e., how they are understood by social + science researchers, have been disclosed by applying + phenomenographic research against the background of the + hermeneutical constitution of the online dialogue. The + phenomenographic interpretative model has been used + since its knowledge interest focuses on how techno + scientific concepts are conceived of in the lifeworld. + This has rendered descriptions of conceptions of + thesauri in the form of two main categories: 1) the + thesaurus as being separable from the database with the + subcategories a) the thesaurus as a control device, and + b) as incomplete terminology; 2) the thesaurus as being + inseparable from the database with the subcategories of + a) descriptors as evaluation criteria, and b) as search + enhancers. Based on the configuration of the online + dialogue, searching without understanding the thesaurus + has also been described in the form of a third, 'empty' + category and contrasted with the conceptions of + thesauri. The findings represent a contribution to the + hermeneutics of the online dialogue, and the results + are immediately applicable for the development of + discourses in the instruction of end-users and future + information professionals. They also provide an + empirical argument in support of further conceptual + development of thesauri, which strives to make explicit + the meaning of descriptors by incorporating + terminological and epistemological knowledge, thus + integrating domain knowledge into the database search + process. The work contained in this thesis has not been + previously submitted for a degree or diploma at any + other higher education institution. To the best of my + knowledge and belief, the thesis contains no material + previously published or written by another person + except where due reference is made.", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:eprints.qut.edu.au:15916", + relation = "Klaus, Helmut (1998) Social science research students' + conceptions of thesauri. Masters by Research thesis, + Queensland University of Technology.", + rights = "Copyright Helmut Klaus", + school = "Queensland University of Technology", + subject = "End User Searching; Online Searching; Subject + Searching; Information Literacy; Thesauri; Social + Sciences; Students; Hermeneutics; Phenomenography", + URL = "http://eprints.qut.edu.au/15916/1/Helmut_Klaus_Thesis.pdf; + http://eprints.qut.edu.au/15916/", +} + + +@Misc{oai:GenericEPrints.OAI2:4352, + title = "Qualitative research : phenomenography: theory and + applications. Brisbane, Qld : {QUT}", + author = "Christine Bruce and Rod Gerber (eds.)", + year = "1995", + month = jan # "~01", + abstract = "This series of five videos (also available in DVD + format) provides an introduction to the theory and the + mechanics required to conduct qualitative consumer + research through the stages of fieldwork, analysis and + report writing. Tape 1: Lars Dahlgren on qualitative + research (84 min.) -- Tape 2: Lars Dahlgren on + phenomenography (95 min.) --Tape 3: Lennart Svensson on + phenomenography (114 min.) --Tape 4: Ference Marton on + qualitative research and phenomenography (97 min) -- + Tape 5: gathering phenomenographic data : an exam from + wayfinding (27 min.).", + bibsource = "OAI-PMH server at eprints.qut.edu.au", + oai = "oai:GenericEPrints.OAI2:4352", + subject = "380399 Cognitive Science not elsewhere classified; + 330000 Education; Faculty of Information Technology", + URL = "http://eprints.qut.edu.au/archive/00004352/", +} + + \ No newline at end of file diff --git a/FromGithubForProposalText/anymore.bib b/FromGithubForProposalText/anymore.bib new file mode 100644 index 0000000..e69de29 diff --git a/FromGithubForProposalText/lit.bib b/FromGithubForProposalText/lit.bib new file mode 100644 index 0000000..4c4a0be --- /dev/null +++ b/FromGithubForProposalText/lit.bib @@ -0,0 +1,139 @@ +@inproceedings{smith2014computer, + title={Computer science students' concepts of proof by induction}, + author={Smith, Th{\'e}r{\`e}se and McCartney, Robert}, + booktitle={Proceedings of the 14th Koli Calling International Conference on Computing Education Research}, + pages={51--60}, + year={2014}, + organization={ACM} +} + +@incollection{montano2014ugly, + title={Ugly, Literally}, + author={Montano, Ulianov}, + booktitle={Explaining Beauty in Mathematics: An Aesthetic Theory of Mathematics}, + pages={33--43}, + year={2014}, + publisher={Springer} +} + +@incollection{montano2014issues, + title={Issues of Mathematical Beauty, Revisited}, + author={Montano, Ulianov}, + booktitle={Explaining Beauty in Mathematics: An Aesthetic Theory of Mathematics}, + pages={207--209}, + year={2014}, + publisher={Springer} +} + +@incollection{montano2014beautiful, + title={Beautiful, Literally}, + author={Montano, Ulianov}, + booktitle={Explaining Beauty in Mathematics: An Aesthetic Theory of Mathematics}, + pages={21--31}, + year={2014}, + publisher={Springer} +} + +@article{armstrong2013http, +title={http://cs2013.org}, +author={Armstrong, Colin and Asanovic, Krste and Babiceanu, Radu F}, +journal={Computer Science Curricula 2013}, +year={2103} +} + +@article{marton2013meanings, +title={Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool}, +author={Marton, Ference and Pang, Ming Fai}, +journal={Frontline Learning Research}, +volume={1}, +number={1}, +pages={24--41}, +year={2013} +} +@book{posner2012cognitive, + title={Cognitive neuroscience of attention}, + author={Posner, Michael I}, + year={2012}, + publisher={Guilford Press} +} +@inproceedings{smith2013mathematization, + title={Mathematization in teaching pumping lemmas}, + author={Smith, Therese and McCartney, Robert}, + booktitle={Frontiers in Education Conference, 2013 IEEE}, + pages={1671--1677}, + year={2013}, + organization={IEEE} +} +@article{juarez2010beauty, + title={Beauty in mathematics}, + author={Juarez, Ulianov Montano}, + year={2010} +} +@inproceedings{herman2010creating, + title={Creating the digital logic concept inventory}, + author={Herman, Geoffrey L and Loui, Michael C and Zilles, Craig}, + booktitle={Proceedings of the 41st ACM technical symposium on Computer science education}, + pages={102--106}, + year={2010}, + organization={ACM} +@article{mcallister2005mathematical, + title={Mathematical beauty and the evolution of the standards of mathematical proof}, + author={McAllister, James W and others}, + journal={The visual mind II}, + volume={2}, + year={2005}, + publisher={MIT Press Cambridge, MA} +} +@article{betts2005toward, + title={Toward how to add an aesthetic image to mathematics education}, + author={Betts, Paul and McNaughton, K}, + journal={International Journal for Mathematics Teaching and Learning}, + volume={4}, + number={13}, + pages={65--87}, + year={2005} +} + + + + @article{alcock2005proof, + title={Proof validation in real analysis: Inferring and checking warrants}, + author={Alcock, Lara and Weber, Keith}, + journal={The Journal of Mathematical Behavior}, + volume={24}, + number={2}, + pages={125--134}, + year={2005}, + publisher={Elsevier} + } + + + +}@article{ben2001constructivism, + title={Constructivism in computer science education}, + author={Ben-Ari, Mordechai}, + journal={Journal of Computers in Mathematics and Science Teaching}, + volume={20}, + number={1}, + pages={45--73}, + year={2001} +} + +@article{booth1997phenomenography, +title={On phenomenography, learning and teaching}, +journal={Higher education research \& development}, +volume={16}, +number={2}, +pages={135--158}, +year={1997}, +publisher={Taylor \& Francis} +} + +@article{almstrum1996investigating, + title={Investigating student difficulties with mathematical logic}, + author={Almstrum, Vicki L}, + journal={Teaching and learning formal methods}, + pages={131--160}, + year={1996}, + publisher={Academic Press, Orlando, FL} +} \ No newline at end of file diff --git a/FromGithubForProposalText/literature.bib b/FromGithubForProposalText/literature.bib new file mode 100644 index 0000000..25930ca --- /dev/null +++ b/FromGithubForProposalText/literature.bib @@ -0,0 +1,1098 @@ +@misc{criticalThinking, +howpublished={\url{www.criticalthinking.org/pages/defining-critical-thinking/410} viewed September 26, 2013} +} +@misc{piazza, +author={piazza}, +howpublished={\url{https://piazza.com/} viewed 2/14/2014} +} +@misc{bridges, +author={bridges}, +howpublished={\url{https://www.mathematik.uni-muenchen.de/~jberger/one.pdf} viewed 2/14/2104} +} +@misc{weber, +author={weber}, +howpublished={\url{http://www.maa.org/programs/faculty-and-departments/curriculum-department-guidelines-recommendations/teaching-and-learning/research-sampler-8-students-difficulties-with-proof#sthash.SMs7qEx9.dpuf}} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2014 +% % % % % % % % % % % % % % % % % % % % % % % % +@incollection{tall2014making, + title={Making sense of mathematical reasoning and proof}, + author={Tall, David}, + booktitle={Mathematics \& Mathematics Education: Searching for Common Ground}, + pages={223--235}, + year={2014}, + publisher={Springer} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2013 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{baldwin2013roles, + title={The roles of mathematics in computer science}, + author={Baldwin, Douglas and Walker, Henry M and Henderson, Peter B}, + journal={ACM Inroads}, + volume={4}, + number={4}, + pages={74--80}, + year={2013}, + publisher={ACM} +} +@article{bussey2013variation, + title={Variation theory: A theory of learning and a useful theoretical framework for chemical education research}, + author={Bussey, Thomas J and Orgill, MaryKay and Crippen, Kent J}, + journal={Chemistry Education Research and Practice}, + volume={14}, + number={1}, + pages={9--22}, + year={2013}, + publisher={Royal Society of Chemistry} +} +@article{ginat2013proving, + title={Proving lower bound}, + author={Ginat, David}, + journal={ACM Inroads}, + volume={4}, + number={1}, + pages={24--25}, + year={2013}, + publisher={ACM} +} +@article{henderson2013marketing, + title={Marketing math thinking}, + author={Henderson, Peter B}, + journal={ACM Inroads}, + volume={4}, + number={1}, + pages={23--24}, + year={2013}, + publisher={ACM} +} +@article{sun2013assessment, + title={Assessment of Prospective Teachers’ Multiple Proof Construction of a Trapezoid Area Formula}, + author={Sun, Xuhua}, + journal={New Waves-Educational Research \& Development}, + volume={16}, + number={1}, + year={2013} +} + +@article{malmi2013doctoral, + title={Doctoral studies in computing education research: part 1}, + author={Malmi, Lauri}, + journal={ACM Inroads}, + volume={4}, + number={4}, + pages={18--19}, + year={2013}, + publisher={ACM} +} +@article{hellqvist2013students, + title={Students’ experiences of participation in the disciplines Computer Science, Physics, and Earth Sciences as an aspect of novice students’ identity}, + author={Hellqvist, Magnus and Lindblad, Andreas and Peters, Anne-Kathrin}, + year={2013} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2012 +% % % % % % % % % % % % % % % % % % % % % % % % + +@article{boustedt2012students, + title={Students' different understandings of class diagrams}, + author={Boustedt, Jonas}, + journal={Computer Science Education}, + volume={22}, + number={1}, + pages={29--62}, + year={2012}, + publisher={Taylor \& Francis} +} +@incollection{jones2012proof, + title={Proof, proving, and teacher-student interaction: Theories and contexts}, + author={Jones, Keith and Herbst, Patricio}, + booktitle={Proof and proving in mathematics education}, + pages={261--277}, + year={2012}, + publisher={Springer} +} +@article{henderson2012mathematical, + title={Mathematical reasoning at the crossroads}, + author={Henderson, Peter B and Sitaraman, Murali}, + journal={ACM Inroads}, + volume={3}, + number={1}, + pages={30--31}, + year={2012}, + publisher={ACM} +} +@article{herman2012describing, + title={Describing the what and why of students’ difficulties in Boolean logic}, + author={Herman, Geoffrey L and Loui, Michael C and Kaczmarczyk, Lisa and Zilles, Craig}, + journal={ACM Transactions on Computing Education (TOCE)}, + volume={12}, + number={1}, + pages={3}, + year={2012}, + publisher={ACM} +} + +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2011 +% % % % % % % % % % % % % % % % % % % % % % % % + +@article{bauldryappendix, + title={Appendix {C}: Projects in Real Analysis}, + author={Bauldry, William C}, + journal={Introduction to Real Analysis: An Educational Approach}, + pages={239--251}, + year=2011, + publisher={Wiley Online Library} +} +@book{epp2011discrete, + title={Discrete mathematics with applications}, + author={Epp, Susanna S}, + year={2011}, + publisher={Cengage Learning} +} +@article{ling2011towards, + title={Towards a science of the art of teaching: Using variation theory as a guiding principle of pedagogical design}, + author={Ling, Lo Mun and Marton, Ference}, + journal={International Journal for Lesson and Learning Studies}, + volume={1}, + number={1}, + pages={7--22}, + year={2011}, + publisher={Emerald Group Publishing Limited}, + note={\$32 plus VAT} +} +@book{nickerson2011mathematical, + title={Mathematical reasoning: Patterns, problems, conjectures, and proofs}, + author={Nickerson, Raymond}, + year={2011}, + publisher={Taylor \& Francis} +} +@book{rosen2011discrete, + title={Discrete Mathematics and Its Applications 7th edition}, + author={Rosen, Kenneth}, + year={2011}, + publisher={McGraw-Hill Science} +} +@article{weber2011and, + title={Why and how mathematicians read proofs: An exploratory study}, + author={Weber, Keith and Mejia-Ramos, Juan Pablo}, + journal={Educational Studies in Mathematics}, + volume={76}, + number={3}, + pages={329--344}, + year={2011}, + publisher={Springer} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2010 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{henderson2010matha, + title={MATH COUNTS Mathematical reasoning in computing education}, + author={Henderson, Peter B}, + journal={ACM Inroads}, + volume={1}, + number={3}, + pages={22--23}, + year={2010}, + publisher={ACM} +} +@article{henderson2010mathb, + title={MATH COUNTS Model checking}, + author={Henderson, Peter B}, + journal={ACM Inroads}, + volume={1}, + number={1}, + pages={33--33}, + year={2010}, + publisher={ACM} +} +@article{henderson2010mathc, + title={Math counts: Arguments, proofs, and...}, + author={Henderson, Peter B}, + journal={ACM SIGCSE Bulletin}, + volume={41}, + number={4}, + pages={21--22}, + year={2010}, + publisher={ACM} +} +@book{kullberg2010taught, + title={What is taught and what is learned. Professional insights gained and shared by teachers of mathematics}, + author={Kullberg, Angelika}, + year={2010}, + publisher={Department of Pedagogical, Curricular and Professional Studies; Institutionen f{\"o}r didaktik och pedagogisk profession} +} +@article{reid2010proof, + title={Proof in mathematics education}, + author={Reid, David A and Knipping, Christine}, + journal={Research, learning and teaching. Rotterdam: Sense Publisher}, + year={2010} +} +@article{rundgren2010critical, + title={CRITICAL FEATURES OF VISUALIZATIONS OF TRANSPORT THROUGH THE CELL MEMBRANE -- AN EMPIRICAL STUDY OF UPPER SECONDARY AND TERTIARY STUDENTS' MEANING-MAKING OF A STILL IMAGE AND AN ANIMATION}, + author={Rundgren, Carl-Johan and Tibell, Lena AE}, + journal={International Journal of Science and Mathematics Education}, + volume={8}, + number={2}, + pages={223--246}, + year={2010}, + publisher={Springer} +} +@techreport{thune2010students, + title={Students' Conceptions of Computer Programming}, + author={Thun{\'e}, Michael and Eckerdal, Anna}, + institution={Uppsala Universitet}, + year={2010} +} +% % % % % % % % % % % +% 2009 +% % % % % % % % % % % +@article{hella2009learning, + title={Learning ‘about’and ‘from’religion: Phenomenography, the variation theory of learning and religious education in Finland and the UK}, + author={Hella, Elina and Wright, Andrew}, + journal={British Journal of Religious Education}, + volume={31}, + number={1}, + pages={53--64}, + year={2009}, + publisher={Taylor \& Francis} +} +@article{thune2009variation, + title={Variation theory applied to students’ conceptions of computer programming}, + author={Thun{\'e}, Michael and Eckerdal, Anna}, + journal={European Journal of Engineering Education}, + volume={34}, + number={4}, + pages={339--347}, + year={2009}, + publisher={Taylor \& Francis} +} +% % % % % % % % % % % +% 2008 +% % % % % % % % % % % + +@book{corbin2008basics, + title={Basics of qualitative research: Techniques and procedures for developing grounded theory}, + author={Corbin, Juliet and Strauss, Anselm}, + year={2008}, + publisher={Sage} +} +@inproceedings{goldwasser2008delegating, + title={Delegating computation: interactive proofs for muggles}, + author={Goldwasser, Shafi and Kalai, Yael Tauman and Rothblum, Guy N}, + booktitle={Proceedings of the 40th annual ACM symposium on Theory of computing}, + pages={113--122}, + year={2008}, + organization={ACM} +} +@article{hanna2008proofs, + title={Proofs as bearers of mathematical knowledge}, + author={Hanna, Gila and Barbeau, Ed}, + journal={ZDM}, + volume={40}, + number={3}, + pages={345--353}, + year={2008}, + publisher={Springer} +} +@inproceedings{Herman:2008:PIE:1404520.1404527, + author = {Herman, Geoffrey L. and Kaczmarczyk, Lisa and Loui, Michael C. and Zilles, Craig}, + title = {Proof by Incomplete Enumeration and Other Logical Misconceptions}, + booktitle = {Proceedings of the Fourth International Workshop on Computing Education Research}, + series = {ICER '08}, + year = {2008}, + isbn = {978-1-60558-216-0}, + location = {Sydney, Australia}, + pages = {59--70}, + numpages = {12}, + url = {http://doi.acm.org/10.1145/1404520.1404527}, + doi = {10.1145/1404520.1404527}, + acmid = {1404527}, + publisher = {ACM}, + address = {New York, NY, USA}, + keywords = {concept inventory, digital logic, discrete math, formal logic, misconceptions}, +} +@article{holmqvist2008variation, + title={Variation theory: An organizing principle to guide design research in education}, + author={Holmqvist, Mona and Gustavsson, Laila and Wernberg, Anna}, + year={2008}, + publisher={Routledge} +} +@article{selden2008overcoming, + title={Overcoming students’ difficulties in learning to understand and construct proofs}, + author={Selden, Annie and Selden, John}, + journal={Making the Connection: Research and Practice in Undergraduate Mathematics}, + pages={95--110}, + year={2008} +} + @article{weber2008mathematicians, + title={How mathematicians determine if an argument is a valid proof}, + author={Weber, Keith}, + journal={Journal for Research in Mathematics Education}, + pages={431--459}, + year={2008}, + publisher={JSTOR} + } + +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2007 +% % % % % % % % % % % % % % % % % % % % % % % % + +@inproceedings{suhonen2007applications, + title={Applications of variation theory in computing education}, + author={Suhonen, Jarkko and Davies, Janet and Thompson, Errol and others}, + booktitle={Proceedings of the Seventh Baltic Sea Conference on Computing Education Research-Volume 88}, + pages={217--220}, + year={2007}, + organization={Australian Computer Society, Inc.} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2006 +% % % % % % % % % % % % % % % % % % % % % % % % + + +@inproceedings{kalai2006succinct, + title={Succinct non-interactive zero-knowledge proofs with preprocessing for LOGSNP}, + author={Kalai, Yael Tauman and Raz, Ran}, + booktitle={Foundations of Computer Science, 2006. FOCS'06. 47th Annual IEEE Symposium on}, + pages={355--366}, + year={2006}, + organization={IEEE} +} +@article{marton2006some, + title={On some necessary conditions of learning}, + author={Marton, Ference and Pang, Ming Fai}, + journal={The Journal of the Learning sciences}, + volume={15}, + number={2}, + pages={193--220}, + year={2006}, + publisher={Taylor \& Francis} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2005 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{akerlind2005learninga, + title={Learning about phenomenography: Interviewing, data analysis and the qualitative research paradigm}, + author={Akerlind, Gerlese}, + journal={Doing developmental phenomenography}, + pages={63}, + year={2005}, + publisher={RMIT University Press} +} + +@article{akerlind2005phenomenographic, + title={Phenomenographic methods: A case illustration}, + author={Akerlind, Gerlese}, + journal={Doing developmental phenomenography}, + pages={103}, + year={2005}, + publisher={RMIT University Press} +} +@article{akerlind2005learningd, + title={Learning to do phenomenography: A reflective discussion}, + author={Akerlind, Gerlese and Bowden, John A and Green, Pam}, + journal={Doing developmental phenomenography}, + pages={74}, + year={2005}, + publisher={RMIT University Press} +} +@inproceedings{eckerdal2005novice, + title={Novice {J}ava programmers' conceptions of object and class, and variation theory}, + author={Eckerdal, Anna and Thun{\'e}, Michael}, + booktitle={ACM SIGCSE Bulletin}, + volume={37}, + number={3}, + pages={89--93}, + year={2005}, + organization={ACM} +} +@inproceedings{eckerdal2005does, + title={What does it take to learn 'programming thinking'?}, + author={Eckerdal, Anna and Thun{\'e}, Michael and Berglund, Anders}, + booktitle={Proceedings of the first international workshop on Computing education research}, + pages={135--142}, + year={2005}, + organization={ACM} +} +@article{marton2005unit, + title={On the unit of description in phenomenography}, + author={Marton, Ference and Pong, Wing Yan}, + journal={Higher Education Research \& Development}, + volume={24}, + number={4}, + pages={335--348}, + year={2005}, + publisher={Taylor \& Francis} +} +@article{weber2005problem, + title={Problem-solving, proving, and learning: The relationship between problem-solving processes and learning opportunities in the activity of proof construction}, + author={Weber, Keith}, + journal={The Journal of Mathematical Behavior}, + volume={24}, + number={3}, + pages={351--360}, + year={2005}, + publisher={Elsevier} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2004 +% % % % % % % % % % % % % % % % % % % % % % % % +@book{marton2004classroom, + title={Classroom discourse and the space of learning}, + author={Marton, Ference and Tsui, Amy BM and Chik, Pakey PM and Ko, Po Yuk and Lo, Mun Ling}, + year={2004}, + publisher={Routledge} +} +@article{weber2004semantic, + title={Semantic and syntactic proof productions}, + author={Weber, Keith and Alcock, Lara}, + journal={Educational Studies in Mathematics}, + volume={56}, + number={2-3}, + pages={209--234}, + year={2004}, + publisher={Springer} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2003 +% % % % % % % % % % % % % % % % % % % % % % % % +@phdthesis{fagen2003assessing, + title={Assessing and enhancing the introductory science course in physics and biology: Peer instruction, classroom demonstrations, and genetics vocabulary}, + author={Fagen, Adam Paul}, + year={2003}, + school={Harvard University Cambridge, Massachusetts} +} +@article{hazzan2003students, + title={How students attempt to reduce abstraction in the learning of mathematics and in the learning of computer science}, + author={Hazzan, Orit}, + journal={Computer Science Education}, + volume={13}, + number={2}, + pages={95--122}, + year={2003}, + publisher={Taylor \& Francis} +} +@article{selden2003validations, + title={Validations of proofs considered as texts: Can undergraduates tell whether an argument proves a theorem?}, + author={Selden, Annie and Selden, John}, + journal={Journal for research in mathematics education}, + pages={4--36}, + year={2003}, + publisher={JSTOR} +} +@article{weber2003students, + title={Students’ difficulties with proof}, + author={Weber, Keith}, + journal={Retrieved September}, + volume={14}, + pages={2005}, + year={2003} +} +@article{weber2003research, + title={Research Sampler 8: students’ difficulties with proof}, + author={Weber, Keith}, + journal={The Mathematical Association of America: Online. Mathematical Association of America. Retrieved on October}, + volume={1}, + pages={2009}, + year={2003}, + url={\url{http://www.maa.org/programs/faculty-and-departments/curriculum-department-guidelines-recommendations/teaching-and-learning/research-sampler-8-students-difficulties-with-proof }} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2002 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{alcock2002definitions, + title={Definitions: dealing with categories mathematically.}, + author={Alcock, Lara and Simpson, AP}, + journal={For the learning of mathematics.}, + volume={22}, + number={2}, + pages={28--34}, + year={2002}, + publisher={FLM} +} +@inproceedings{knuth2002mapping, + title={Mapping the conceptual terrain of middle school students’ competencies in justifying and proving}, + author={Knuth, Eric J and Choppin, J and Slaughter, M and Sutherland, Jamie}, + booktitle={Proceedings of the 24th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education}, + volume={4}, + pages={1693--1670}, + year={2002}, + organization={Clearinghouse for Science, Mathematics, and Environmental Education Athens, GA} +} +@book{krantz2002handbook, + title={Handbook of logic and proof techniques for computer science}, + author={Krantz, Steven George}, + year={2002}, + publisher={Springer} +} +@article{raman2002coordinating, + title={Coordinating informal and formal aspects of mathematics: Student behavior and textbook messages}, + author={Raman, Manya}, + journal={The Journal of Mathematical Behavior}, + volume={21}, + number={2}, + pages={135--150}, + year={2002}, + publisher={Elsevier} +} +@article{reid2002students, + title={Students' conceptions of statistics: A phenomenographic study}, + author={Reid, Anna and Petocz, Peter}, + journal={Journal of Statistics Education}, + volume={10}, + number={2}, + pages={1--28}, + year={2002} +} +@article{weber2002beyond, + title={Beyond proving and explaining: Proofs that justify the use of definitions and axiomatic structures and proofs that illustrate technique}, + author={Weber, Keith}, + journal={For the Learning of Mathematics}, + pages={14--17}, + year={2002}, + publisher={JSTOR} +} +@inproceedings{weber2002role, + title={The role of instrumental and relational understanding in proofs about group isomorphisms}, + author={Weber, Keith}, + booktitle={Proceedings from the 2nd International Conference for the Teaching of Mathematics}, + year={2002} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2001 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{recio2001institutional, + title={Institutional and personal meanings of mathematical proof}, + author={Recio, Angel M and Godino, Juan D}, + journal={Educational Studies in Mathematics}, + volume={48}, + number={1}, + pages={83--99}, + year={2001}, + publisher={Springer} +} +@article{weber2001student, + title={Student difficulty in constructing proofs: The need for strategic knowledge}, + author={Weber, Keith}, + journal={Educational Studies in Mathematics}, + volume={48}, + number={1}, + pages={101--119}, + year={2001}, + publisher={Springer} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 2000 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{bowden2000phenomenography, + title={Phenomenography}, + author={Bowden, John A and Walsh, Eleanor}, + journal={Phenomenography}, + pages={v}, + year={2000}, + publisher={RMIT University Press} +} +@article{bowden2000nature, + title={The nature of phenomenographic research}, + author={Bowden, John A}, + journal={Phenomenography}, + pages={1--18}, + year={2000} +} +@article{hanna2000proof, + title={Proof, explanation and exploration: An overview}, + author={Hanna, Gila}, + journal={Educational studies in mathematics}, + volume={44}, + number={1-2}, + pages={5--23}, + year={2000}, + publisher={Springer} +} +@book{national2000principles, + title={Principles and standards for school mathematics}, + author={National Council of Teachers of Mathematics}, + volume={1}, + year={2000}, + publisher={Natl Council of Teachers of} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1999 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{dreyfus1999johnny, + title={Why Johnny can't prove}, + author={Dreyfus, Tommy}, + journal={Educational studies in mathematics}, + volume={38}, + number={1-3}, + pages={85--109}, + year={1999}, + publisher={Springer} +} +@article{mahavier1999moore, + title={What is the Moore method?}, + author={Mahavier, William S}, + journal={Problems, Resources, and Issues in Mathematics Undergraduate Studies}, + volume={9}, + number={4}, + pages={339--354}, + year={1999}, + publisher={Taylor \& Francis} +} +@inproceedings{pinto1999student, + title={Student constructions of formal theory: giving and extracting meaning}, + author={Pinto, M{\'a}rcia Maria Fusaro and Tall, David and Zaslavsky, O}, + booktitle={Proceedings of the Conference of the International Group for}, + volume={100}, + pages={1230}, + year={1999}, + organization={ERIC} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1998 +% % % % % % % % % % % % % % % % % % % % % % % % +@book{davis1998mathematical, + title={The mathematical experience}, + author={Davis, Philip J and Hersh, Reuben}, + year={1998}, + publisher={Houghton Mifflin Harcourt} +} +@article{harel1998two, + title={Two dual assertions: The first on learning and the second on teaching (or vice versa)}, + author={Harel, Guershon}, + journal={American Mathematical Monthly}, + pages={497--507}, + year={1998}, + publisher={JSTOR} +} +@article{harel1998students, + title={Students’ proof schemes: Results from exploratory studies}, + author={Harel, Guershon and Sowder, Larry}, + journal={Research in collegiate mathematics education III}, + volume={7}, + pages={234--282}, + year={1998} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1997 +% % % % % % % % % % % % % % % % % % % % % % % % +@book{marton1997learning, + title={Learning and awareness}, + author={Marton, Ference and Booth, Shirley A}, + year={1997}, + publisher={Routledge} +} + +@article{martzloff1997note, + title={Note on the Recent Chinese and Mongolian Translations of Euclid's< i> Elements}, + author={Martzloff, Jean-Claude}, + journal={Historia Mathematica}, + volume={24}, + number={2}, + pages={200--202}, + year={1997}, + publisher={Elsevier} +} +@book{strauss1997grounded, + title={Grounded theory in practice}, + author={Strauss, Anselm and Corbin, Juliet M}, + year={1997}, + publisher={Sage} +} +@article{svensson1997theoretical, + title={Theoretical foundations of phenomenography}, + author={Svensson, Lennart}, + journal={Higher Education Research \& Development}, + volume={16}, + number={2}, + pages={159--171}, + year={1997}, + publisher={Taylor \& Francis} +} +@article{wyndhamn1997word, + title={Word problems and mathematical reasoning—A study of children's mastery of reference and meaning in textual realities}, + author={Wyndhamn, Jan and S{\"a}lj{\"o}, Roger}, + journal={Learning and Instruction}, + volume={7}, + number={4}, + pages={361--382}, + year={1997}, + publisher={Elsevier} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1996 +% % % % % % % % % % % % % % % % % % % % % % % % +@incollection{hanna1996proof, + title={Proof and proving}, + author={Hanna, Gila and Jahnke, H Niels}, + booktitle={International handbook of mathematics education}, + pages={877--908}, + year={1996}, + publisher={Springer} +} +@article{yackel1996sociomathematical, + title={Sociomathematical norms, argumentation, and autonomy in mathematics}, + author={Yackel, Erna and Cobb, Paul}, + journal={Journal for research in mathematics education}, + pages={458--477}, + year={1996}, + publisher={JSTOR} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1995 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{selden1995unpacking, + title={Unpacking the logic of mathematical statements}, + author={Selden, John and Selden, Annie}, + journal={Educational Studies in Mathematics}, + volume={29}, + number={2}, + pages={123--151}, + year={1995}, + publisher={Springer} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1994 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{moore1994making, + title={Making the transition to formal proof}, + author={Moore, Robert C}, + journal={Educational Studies in Mathematics}, + volume={27}, + number={3}, + pages={249--266}, + year={1994}, + publisher={Springer} +} +@article{schoenfeld1994we, + title={What do we know about mathematics curricula?}, + author={Schoenfeld, Alan H}, + journal={The Journal of Mathematical Behavior}, + volume={13}, + number={1}, + pages={55--80}, + year={1994}, + publisher={JAI} +} +@article{thurston1994proof, + title={On proof and progress in mathematics}, + author={Thurston, William P}, + journal={arXiv preprint math/9404236}, + year={1994} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1993 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{hersh1993proving, + title={Proving is convincing and explaining}, + author={Hersh, Reuben}, + journal={Educational Studies in Mathematics}, + volume={24}, + number={4}, + pages={389--399}, + year={1993}, + publisher={Springer} +} +@article{ramsden1993theories, + title={Theories of learning and teaching and the practice of excellence in higher education}, + author={Ramsden, Paul}, + journal={Higher Education Research and Development}, + volume={12}, + number={1}, + pages={87--97}, + year={1993}, + publisher={Taylor \& Francis} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1992 +% % % % % % % % % % % % % % % % % % % % % % % % +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1991 +% % % % % % % % % % % % % % % % % % % % % % % % +@incollection{alibert1991research, + title={Research on mathematical proof}, + author={Alibert, Daniel and Thomas, Michael}, + booktitle={Advanced mathematical thinking}, + pages={215--230}, + year={1991}, + publisher={Springer} +} +@article{hanna1991mathematical, + title={Mathematical proof}, + author={Hanna, Gila}, + journal={Advanced mathematical thinking}, + pages={54--61}, + year={1991}, + publisher={Springer} +} +@article{marty1991getting, + title={Getting to Eureka!: Higher Order Reasoning in Math}, + author={Marty, Roger H}, + journal={College Teaching}, + volume={39}, + number={1}, + pages={3--6}, + year={1991}, + publisher={Taylor \& Francis} +} +@incollection{tall1991psychology, + title={The psychology of advanced mathematical thinking}, + author={Tall, David}, + booktitle={Advanced mathematical thinking}, + pages={3--21}, + year={1991}, + publisher={Springer} +} +@article{teppo1991van, + title={Van Hiele levels of geometric thought revisited}, + author={Teppo, Anne}, + journal={The Mathematics Teacher}, + pages={210--221}, + year={1991}, + publisher={JSTOR} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1990 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{hanna1990some, + title={Some pedagogical aspects of proof}, + author={Hanna, Gila}, + journal={Interchange}, + volume={21}, + number={1}, + pages={6--13}, + year={1990}, + publisher={Springer} +} +@article{senk1989van, + title={Van Hiele levels and achievement in writing geometry proofs}, + author={Senk, Sharon L}, + journal={Journal for Research in Mathematics Education}, + pages={309--321}, + year={1989}, + publisher={JSTOR} +} +@article{volmink1990nature, + title={The nature and role of proof in mathematics education}, + author={Volmink, JD}, + journal={Pythagoras}, + volume={23}, + pages={7--10}, + year={1990} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1989 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{tall1989nature, + title={The nature of mathematical proof}, + author={Tall, David}, + journal={Mathematics Teaching}, + volume={127}, + pages={28--32}, + year={1989} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1988 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{alibert1988towards, + title={Towards new customs in the classroom}, + author={Alibert, Daniel}, + journal={For the learning of mathematics}, + volume={8}, + number={2}, + pages={31--35}, + year={1988}, + publisher={ERIC} +} +@book{franklin1988introduction, + title={Introduction to proofs in mathematics}, + author={Franklin, James and Daoud, Albert and Daoud, Albert Tatar and Franklin, James}, + year={1988}, + publisher={Prentice Hall Sydney} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1987 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{balacheff1987processus, + title={Processus de preuve et situations de validation}, + author={Balacheff, Nicolas}, + journal={Educational studies in mathematics}, + volume={18}, + number={2}, + pages={147--176}, + year={1987}, + publisher={Springer} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1986 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{horner1986teaching, + title={Teaching Generalized Table Bussing The Importance of Negative Teaching Examples}, + author={Horner, Robert H and Eberhard, Janet M and Sheehan, Martin R}, + journal={Behavior modification}, + volume={10}, + number={4}, + pages={457--471}, + year={1986}, + publisher={Sage Publications} +} +@article{marton1986phenomenography, + title={Phenomenography: A research approach to investigating different understandings of reality}, + author={Marton, Ference}, + journal={Journal of thought}, + volume={21}, + number={3}, + pages={28--49}, + year={1986}, + publisher={San Fracisco} +} +@article{marty1986teaching, + title={Teaching proof techniques}, + author={Marty, Roger H}, + journal={Mathematics in College}, + pages={46--53}, + year={1986}, + publisher={Instructional Resource Center, City University of New York} +} + +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1985 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{senk1985well, + title={How well do students write geometry proofs?}, + author={Senk, Sharon L}, + journal={The mathematics teacher}, + pages={448--456}, + year={1985}, + publisher={JSTOR} +} +@inproceedings{svensson1985contextual, + title={Contextual analysis--the development of a research approach}, + author={Svensson, Lennart}, + booktitle={2nd conference on qualitative research in psychology, Leusden, The Netherlands}, + pages={12--15}, + year={1985} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1984 +% % % % % % % % % % % % % % % % % % % % % % % % +@book{marton1984experience, + title={The experience of learning}, + author={Marton, Ference and Hounsell, Dai and Entwistle, Noel James and others}, + year={1984}, + publisher={Scottish Academic Press Edinburgh} +} +@book{svensson1984three, + title={Three approaches to descriptive research}, + author={Svensson, Lennart}, + year={1984}, + publisher={ERIC Clearinghouse} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1982 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{mason1982thinking, + title={Thinking mathematically}, + author={Mason, John and Burton, Leone and Stacey, Kaye}, + journal={AMC}, + volume={10}, + pages={12}, + year={1982} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1981 +% % % % % % % % % % % % % % % % % % % % % % % % + +@article{marton1981phenomenography, + title={Phenomenography—describing conceptions of the world around us}, + author={Marton, Ference}, + journal={Instructional science}, + volume={10}, + number={2}, + pages={177--200}, + year={1981}, + publisher={Springer} +} +@article{renz1981mathematical, + title={Mathematical proof: What it is and what it ought to be}, + author={Renz, Peter}, + journal={Two-Year College Mathematics Journal}, + pages={83--103}, + year={1981}, + publisher={JSTOR} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1979 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{marton1979conceptions, + title={Conceptions of research in student learning}, + author={Marton, Ference and Svensson, Lennart}, + journal={Higher Education}, + volume={8}, + number={4}, + pages={471--486}, + year={1979}, + publisher={Springer} +} +@book{saljo1979learning, + title={Learning in the learner's perspective. {I}. Some common-sense conceptions}, + author={Saljo, Roger}, + year={1979}, + publisher={ERIC Clearinghouse} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1977 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{jones1977moore, + title={The Moore method}, + author={Jones, F Burton}, + journal={American Mathematical Monthly}, + pages={273--278}, + year={1977}, + publisher={JSTOR} +} +@article{manin2009course, + title={A course in mathematical logic for mathematicians}, + author={Manin, Yu I}, + journal={New York}, + year={2009} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1976 +% % % % % % % % % % % % % % % % % % % % % % % % +@article{marton1976qualitative, + title={ON QUALITATIVE DIFFERENCES IN LEARNING -- {II} {O}UTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK}, + author={Marton, Ference and S{\"a}alj{\"o}, R}, + journal={British Journal of Educational Psychology}, + volume={46}, + number={2}, + pages={115--127}, + year={1976}, + publisher={Wiley Online Library} +} +@book{svensson1976study, + title={Study skill and learning}, + author={Svensson, Lennart}, + year={1976} +} +% % % % % % % % % % % % % % % % % % % % % % % % % +% 1972 +% % % % % % % % % % % % % % % % % % % % % % % % +@book{newell1972human, + title={Human problem solving}, + author={Newell, Allen and Simon, Herbert Alexander and others}, + volume={104}, + number={9}, + year={1972}, + publisher={Prentice-Hall Englewood Cliffs, NJ} +} + +@book{flatland, +title={Flatland A Romance of Many Dimensions}, +author={Edwin Abbott}, +year={1884}, +publisher={Seeley \& Co.}, +} diff --git a/FromGithubForProposalText/literatureClickersTheory.bib b/FromGithubForProposalText/literatureClickersTheory.bib new file mode 100644 index 0000000..5692ae4 --- /dev/null +++ b/FromGithubForProposalText/literatureClickersTheory.bib @@ -0,0 +1,114 @@ + + + + + + + + +@book{1999Krantz, +title={How to Teach Mathematics}, +author={Steven G. Krantz}, +publisher={American Mathematical Society}, +edition=2, +year=1999, +annote={R. L. Moore would hand out a single sheet with definitions, axioms and theorems, and challenge the students to prove the theorems on the board. Then,``Moore would rip the person apart. And that set the tone for the class.'' ``Moore did not allow his students to read books or papers.'' ``They were not allowed to read, and they were not allowed to collaborate outside of class. Moore was merciless in weeding out those students who did not cooperate or did not fit.'' }} + + + +@inproceedings{Sigman:2007:ESF:1227310.1227463, + author = {Sigman, Scott}, + title = {Engaging students in formal language theory and theory of computation}, + booktitle = {Proceedings of the 38th SIGCSE technical symposium on Computer science education}, + series = {SIGCSE '07}, + year = {2007}, + isbn = {1-59593-361-1}, + location = {Covington, Kentucky, USA}, + pages = {450--453}, + numpages = {4}, + url = {http://doi.acm.org/10.1145/1227310.1227463}, + doi = {10.1145/1227310.1227463}, + acmid = {1227463}, + publisher = {ACM}, + address = {New York, NY, USA}, + keywords = {Moore method, discovery learning, formal language theory, inquiry learning, problem based learning, theory of computation}, + annote={``Engaging and maintaining student engagement with the content of a +course in formal language theory and the theory of computation is +notoriously difficult. ``; +``students perception of the +relevance of the required mathematical material to computer science +as they have studied the discipline''; +``Students fail to appreciate the +relevance of the material due to its theoretical nature''; +`` the approach has been and remains +controversial, it nevertheless has proven effective in addressing the +problem of student engagement.''; + +8. REFERENCES +[1] Armoni, M., Rodgers, S., Vardi, M., and Verma, R. Automata +theory-its relevance to computer science students and course +content. ACM SIGCSE Bulletin, 38, 1 (March 2006), 197-198. +[2] Brookes, W. 2004. Computing theory with relevance. In +Proceedings of the Sixth Conference on Australasian +Computing Education - Volume 30 (Dunedin, New Zealand). +R. Lister and A. Young, Eds. ACM International Conference +Proceeding Series, vol. 57. Australian Computer Society, +Darlinghurst, Australia, 9-13. +[3] Chesevar, C., Cobo, M. and Yurcik, W. Using theoretical +computer simulators for formal languages and automata +theory. Inroads ACM SIGCSE Bulletin, 35, 2 (June 2003), +33-37. +[4] Cogliati, J., Goosey, F., Grinder, M., Pascoe, B., Ross, R., and +Willams, C. Realizing the promise of visualization in the +theory of computing. ACM Journal of Educational Resources +in Computing, 5, 2 (June 2005), Article No. 5. +[5] Gramond, E. and Rodgers, S. Using JFLAP to interact with +theorems in automata theory. ACM SIGCSE Bulletin, 31, 1 +(March 1999), 336-340. +[6] Grinder, M., Kim, S., Lutey, T., Ross, R., Walsh, K. Loving to +learn theory: active learning modules for the theory of +computing. ACM SIGCSE Bulletin, 34, 1, (Feb. 2002) , 371- +375. +[7] Hawkins, H. and Healy, C. Introducing practical applications +into a computational theory class. Journal of Computing +Sciences in Colleges, 20, 2 (Dec. 2004), 219 225. +[8] The Joint Taskforce on Computing Curricula. Computing +curricula 2001. IEEE Computer Society \& ACM., December +15, 2001. +[9] Jones, F. The Moore Method. American Mathematical +Monthly, 84 (Apr. 1977), 273-277. +[10] The Liberal Arts Computer Science Consortium. A 2004 model +for a liberal arts degree in computer science. February 2004. +[11] Parker, G. Getting more from Moore. Primus, 2 (Sept. 1992), +235-246. +[12] Verma, R. M. A visual and interactive automata theory course +emphasizing breadth of automata. In Proceedings of the 10th +Annual SIGCSE Conference on innovation and Technology in +Computer Science Education (Caparica, Portugal, June 27 - 29, +2005). ITiCSE '05. ACM Press, New York, NY, 325-329. +} +} + +@book{rogers1995becoming, + title={On becoming a person: A therapist's view of psychotherapy}, + author={Rogers, C.}, + year={1995}, + publisher={Mariner Books} +} + +@article{porter2013halving, + title={Halving Fail Rates using Peer Instruction: A Study of Four Computer Science Courses}, + author={Porter, L. and Bailey-Lee, C. and Simon, B.}, + year={2013} +} + +@inproceedings{koile2007supporting, + title={Supporting feedback and assessment of digital ink answers to in-class exercises}, + author={Koile, K. and Chevalier, K. and Rbeiz, M. and Rogal, A. and Singer, D. and Sorensen, J. and Smith, A. and Tay, K.S. and Wu, K.}, + booktitle={PROCEEDINGS OF THE NATIONAL CONFERENCE ON ARTIFICIAL INTELLIGENCE}, + volume={22}, + number={2}, + pages={1787}, + year={2007}, + organization={Menlo Park, CA; Cambridge, MA; London; AAAI Press; MIT Press; 1999} +} \ No newline at end of file diff --git a/FromGithubForProposalText/literatureFIE.bib b/FromGithubForProposalText/literatureFIE.bib new file mode 100644 index 0000000..6f4cffd --- /dev/null +++ b/FromGithubForProposalText/literatureFIE.bib @@ -0,0 +1,646 @@ +@article{Simon:2012:PIT:2076450.2076459, + author = {Simon, Beth and Cutts, Quintin}, + title = {Peer instruction: a teaching method to foster deep understanding}, + journal = {Commun. ACM}, + issue_date = {February 2012}, + volume = {55}, + number = {2}, + month = feb, + year = {2012}, + issn = {0001-0782}, + pages = {27--29}, + numpages = {3}, + url = {http://doi.acm.org/10.1145/2076450.2076459}, + doi = {10.1145/2076450.2076459}, + acmid = {2076459}, + publisher = {ACM}, + address = {New York, NY, USA}, +} +@article{Simon:2012:IPI:2189835.2189858, + author = {Simon, Beth and Cutts, Quintin}, + title = {How to implement a peer instruction-designed CS principles course}, + journal = {ACM Inroads}, + issue_date = {June 2012}, + volume = {3}, + number = {2}, + month = jun, + year = {2012}, + issn = {2153-2184}, + pages = {72--74}, + numpages = {3}, + url = {http://doi.acm.org/10.1145/2189835.2189858}, + doi = {10.1145/2189835.2189858}, + acmid = {2189858}, + publisher = {ACM}, + address = {New York, NY, USA}, + keywords = {CS principles, computer science education, pedagogy, peer instruction}, +} +@article{wood2012role, + title={The Role of the Lecturer as Tutor: Doing What Effective Tutors Do in a Large Lecture Class}, + author={Wood, W.B. and Tanner, K.D.}, + journal={CBE-Life Sciences Education}, + volume={11}, + number={1}, + pages={3--9}, + year={2012}, + publisher={Am Soc Cell Biol} +} +@article{Smith01032011, +author = {Smith, M.K. and Wood, W.B. and Krauter, K. and Knight, J.K.}, +title = {Combining Peer Discussion with Instructor Explanation Increases Student Learning from In-Class Concept Questions}, +volume = {10}, +number = {1}, +pages = {55-63}, +year = {2011}, +doi = {10.1187/cbe.10-08-0101}, +abstract ={Use of in-class concept questions with clickers can transform an instructor-centered “transmissionist” environment to a more learner-centered constructivist classroom. To compare the effectiveness of three different approaches using clickers, pairs of similar questions were used to monitor student understanding in majors’ and nonmajors’ genetics courses. After answering the first question individually, students participated in peer discussion only, listened to an instructor explanation only, or engaged in peer discussion followed by instructor explanation, before answering a second question individually. Our results show that the combination of peer discussion followed by instructor explanation improved average student performance substantially when compared with either alone. When gains in learning were analyzed for three ability groups of students (weak, medium, and strong, based on overall clicker performance), all groups benefited most from the combination approach, suggesting that peer discussion and instructor explanation are synergistic in helping students. However, this analysis also revealed that, for the nonmajors, the gains of weak performers using the combination approach were only slightly better than their gains using instructor explanation alone. In contrast, the strong performers in both courses were not helped by the instructor-only approach, emphasizing the importance of peer discussion, even among top-performing students.}, +URL = {http://www.lifescied.org/content/10/1/55.abstract}, +eprint = {http://www.lifescied.org/content/10/1/55.full.pdf+html}, +journal = {CBE-Life Sciences Education} +} +@inproceedings{porter2011peer, + title={Peer instruction: do students really learn from peer discussion in computing}, + author={Porter, L. and Lee, C.B. and Simon, B. and Zingaro, D.}, + booktitle={Proceedings of the Seventh International Workshop on Computing Education Research. ACM}, + pages={45--52}, + year={2011} +} +@inproceedings{porter2011experience, + title={Experience report: a multi-classroom report on the value of peer instruction}, + author={Porter, L. and Bailey Lee, C. and Simon, B. and Cutts, Q. and Zingaro, D.}, + booktitle={Proceedings of the 16th annual joint conference on Innovation and technology in computer science education}, + pages={138--142}, + year={2011}, + organization={ACM} +} +@inproceedings{Zingaro2010x4, + author = { Daniel Zingaro }, + title = { Experience Report: Peer Instruction in Remedial Computer Science }, + booktitle = { Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010 }, + year = { 2010 }, + month = { June }, + pages = { 5030--5035 }, + address = { Toronto, Canada }, + publisher = { AACE }, + url = { http://www.editlib.org/p/36184 } +} +@article{roediger2010benefits, + title={Benefits of testing memory: Best practices and boundary conditions.}, + author={Roediger III, H.L. and Agarwal, P.K. and Kang, S.H.K. and Marsh, E.J.}, + year={2010}, + publisher={Psychology Press} +} +@inproceedings{Simon:2010:ERP:1734263.1734381, + author = {Simon, Beth and Kohanfars, Michael and Lee, Jeff and Tamayo, Karen and Cutts, Quintin}, + title = {Experience report: peer instruction in introductory computing}, + booktitle = {Proceedings of the 41st ACM technical symposium on Computer science education}, + series = {SIGCSE '10}, + year = {2010}, + isbn = {978-1-4503-0006-3}, + location = {Milwaukee, Wisconsin, USA}, + pages = {341--345}, + numpages = {5}, + url = {http://doi.acm.org/10.1145/1734263.1734381}, + doi = {10.1145/1734263.1734381}, + acmid = {1734381}, + publisher = {ACM}, + address = {New York, NY, USA}, + keywords = {active learning, classroom response, clickers, cs1, peer instruction, prs}, +} +@misc{WiemanCRSGuide, +howpublished = {\url{http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf}}, +year=2010, +} +@misc{CMhw, +howpublished={\url{http://www.cs.cmu.edu/~flac/pdf/flac-intro-6up.pdf }}, +year=2011, +} +@article{Smith02012009, +author = {Smith, M. K. and Wood, W. B. and Adams, W. K. and Wieman, C. and Knight, J. K. and Guild, N. and Su, T. T.}, +title = {Why Peer Discussion Improves Student Performance on In-Class Concept Questions}, +volume = {323}, +number = {5910}, +pages = {122-124}, +year = {2009}, +doi = {10.1126/science.1165919}, +abstract ={When students answer an in-class conceptual question individually using clickers, discuss it with their neighbors, and then revote on the same question, the percentage of correct answers typically increases. This outcome could result from gains in understanding during discussion, or simply from peer influence of knowledgeable students on their neighbors. To distinguish between these alternatives in an undergraduate genetics course, we followed the above exercise with a second, similar (isomorphic) question on the same concept that students answered individually. Our results indicate that peer discussion enhances understanding, even when none of the students in a discussion group originally knows the correct answer.}, +URL = {http://www.sciencemag.org/content/323/5910/122.abstract}, +eprint = {http://www.sciencemag.org/content/323/5910/122.full.pdf}, +journal = {Science} +} +@article {BJET:BJET920, +author = {Draper, Stephen W.}, +title = {Catalytic assessment: understanding how MCQs and EVS can foster deep learning}, +journal = {British Journal of Educational Technology}, +volume = {40}, +number = {2}, +publisher = {Blackwell Publishing Ltd}, +issn = {1467-8535}, +url = {http://dx.doi.org/10.1111/j.1467-8535.2008.00920.x}, +doi = {10.1111/j.1467-8535.2008.00920.x}, +pages = {285--293}, +year = {2009}, +abstract = {One technology for education whose adoption is currently expanding rapidly in UK higher education is that of electronic voting systems (EVS). As with all educational technology, whether learning benefits are achieved depends not on the technology but on whether an improved teaching method is introduced with it. EVS inherently relies on the multiple-choice question (MCQ) format, which many feel is associated with the lowest kind of learning of disconnected facts. This paper, however, discusses several ways in which teaching with MCQs, and so with EVS, has transcended this apparent disadvantage, has based itself on deep learning in the sense of focusing on learning relationships between items rather than on recalling disconnected true–false items, and so has achieved substantial learning advantages. Six possible learning designs based on MCQs are discussed, and a new function for (e-)assessment is identified, namely catalytic assessment, where the purpose of test questions is to trigger subsequent deep learning without direct teaching input.}, +} +@article{bruff2008classroom, + title={Classroom Response Systems (Clickers)}, + author={Bruff, D.}, + journal={Center for Teaching}, + year={2008} +} +@misc{bruffURL, +author={Derek Bruff}, +howpublished ={\url{http://cft.vanderbilt.edu/teaching-guides/technology/clickers/}, +}} +@article {JCAL:JCAL133, +author = {Kennedy, G. E. and Cutts, Q. I.}, +title = {The association between students' use of an electronic voting system and their learning outcomes}, +journal = {Journal of Computer Assisted Learning}, +volume = {21}, +number = {4}, +publisher = {Blackwell Science Ltd}, +issn = {1365-2729}, +url = {http://dx.doi.org/10.1111/j.1365-2729.2005.00133.x}, +doi = {10.1111/j.1365-2729.2005.00133.x}, +pages = {260--268}, +keywords = {electronic voting system, engagement, interactivity, lectures}, +year = {2005}, +abstract = {Abstract + This paper reports on the use of an electronic voting system (EVS) in a first-year computing science subject. Previous investigations suggest that students' use of an EVS would be positively associated with their learning outcomes. However, no research has established this relationship empirically. This study sought to establish whether there was an association between students' use of an EVS over one semester and their performance in the subject's assessment tasks. The results from two stages of analysis are broadly consistent in showing a positive association between EVS usage and learning outcomes for students who are, relative to their class, more correct in their EVS responses. Potential explanations for this finding are discussed as well as modifications and future directions of this program of research.}, +} +@article{Purchase2004, +author={Helen C. Purchase and Christopher Mitchell and Iadh Ounis}, +title={Gauging Students Understanding Through Interactive Lectures}, +year={2004}, +journal={Lecture Notes in Computer Science, 3112} +} +@article{chi1996constructing, + title={Constructing self-explanations and scaffolded explanations in tutoring}, + author={Chi, M.T.H.}, + journal={Applied Cognitive Psychology}, + volume={10}, + number={7}, + pages={33--49}, + year={1996} +} +@book{Yin1994, +author={Robert K. Yin}, +title={Case Study Research, Design and Methods}, +edition=2, +publisher={Sage Publications}, +annote={ +This book is about case studies for research and publication, rather than for teaching in, e.g., law school. +The types of research question for which case study is the appropriate technique are those questions starting with ``How'', and ``Why'', so perhaps ``How did we figure out that the relevant items to students learning the pumping lemma include use of the contrapositive, and negation of statements using quantifiers?'', or ``Why didn't Makan learn the pumping lemma until now?'' +Case study adds direct observation and systematic interviewing to methods available with historical data (primary and secondary documents, cultural and physical artifacts). +Reviewing literature on a topic serves to develop sharper and more insightful questions on it. +from p.15: ``And, yes, case studies have a distinctive place in evaluation research (gives references). there are at least five different applications. The most important is to explain the causal links in real-life interventions that are too complex for the survey or experimental strategies. In evaluation language, the explanations would link program implementation with program effects. \\ +the case study strategy may be used to explore those siutation in which the intervention being evaluated has no clear, single set of outcomes.\\ +Case study research is remarkably hard.\\} +} + + + + + + + +@article {Denis, +author = {M Denis and E Mellet and S Kosslyn}, +title = {Neuroimaging of mental imagery: An introduction}, +journal = {Eur. J. Cognitive Psychol.}, +volume = {16}, +pages = {625}, +year = {2004} +} + +@article {Goldina, +author = {GA Goldin and C Janvier}, +title = {Representations and the psychology of mathematics education}, +journal = {J. Math. Behav.}, +volume = {17}, +pages = {1}, +year = {1998} +} + +@article {Goldinb, +author = {Goldin GA}, +title = {Representational systems, learning, and problem solving in mathematics}, +journal = {J. Math. Behav.}, +volume = {17}, +pages = {137}, +year = {1998} +} + +@article {corter, +author = {JE Corter and DC Zahner}, +title = {Use of external visual representations in probability problem solving}, +journal = {Stat. Educ. Res. J., International Association for Statistical Education (IASE/ISI)}, +volume = {6}, +pages = {22}, +year = {2007} +} + +@article {mesquita, +author = {Mesquita AL}, +title = {On conceptual obstacles linked with external representation in geometry}, +journal = {J. Math. Behav.}, +volume = {17}, +pages = {183}, +year = {1998} +} + + @article{BBloom1984, + jstor_articletype = {research-article}, + title = {The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring}, + author = {Bloom, Benjamin S.}, + journal = {Educational Researcher}, + jstor_issuetitle = {}, + volume = {13}, + number = {6}, + jstor_formatteddate = {Jun. - Jul., 1984}, + pages = {pp. 4-16}, + url = {http://www.jstor.org/stable/1175554}, + ISSN = {0013189X}, + abstract = {}, + language = {English}, + year = {1984}, + publisher = {American Educational Research Association}, + copyright = {Copyright 1984 American Educational Research Association}, + } + + @article{lasry:1066, +author = {Nathaniel Lasry and Eric Mazur and Jessica Watkins}, +collaboration = {}, +title = {Peer instruction: From Harvard to the two-year college}, +publisher = {AAPT}, +year = {2008}, +journal = {American Journal of Physics}, +volume = {76}, +number = {11}, +pages = {1066-1069}, +keywords = {educational courses; educational institutions; physics education; problem solving; teaching}, +url = {http://link.aip.org/link/?AJP/76/1066/1}, +doi = {10.1119/1.2978182} +} + +@article{hake:64, +author = {Richard R. Hake}, +collaboration = {}, +title = {Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses}, +publisher = {AAPT}, +year = {1998}, +journal = {American Journal of Physics}, +volume = {66}, +number = {1}, +pages = {64-74}, +keywords = {teaching; education; classical mechanics}, +url = {http://link.aip.org/link/?AJP/66/64/1}, +doi = {10.1119/1.18809} +} + +@book{HINTIKKA, +author={Jaakko Hintikka}, +title={Socratic Epistemology: Explorations of Knowledge-Seeking by Questioning}, publisher={Cambridge University Press}, +year= 2007} + +@book{Mattuck, +author={Arthur Mattuck}, +title={Introduction to Analysis}, +publisher={Prentice Hall}, +year=1999} + +@book{Sipser, +author={Michael Sipser}, +title={Introduction to the Theory of Computation}, +publisher={Cengage}, +year=2013} +@misc{fpo, +author={Carlos Ivan Chesnevar and Ana Gabriela Maguitman and Maria Paula Gonzalez and +Maria Laura Cobo }, +title={Teaching fundamentals of computing theory: a constructivist approach.}, +publisher={Journal of Computer Science and Technology}, +howpublished={\url{http://www.freepatentsonline.com/article/Journal-Computer-Science-Technology/146892302.html}}} + +@article{crouch2001peer, + title={Peer instruction: Ten years of experience and results}, + author={Crouch, C.H. and Mazur, E.}, + journal={American Journal of Physics}, + volume={69}, + pages={970}, + year={2001} +} + +@book{meyers1993promoting, + title={Promoting Active Learning. Strategies for the College Classroom.}, + author={Meyers, C. and Jones, T.B.}, + year={1993}, + publisher={ERIC} +} + +@book{Velleman, + title={How to Prove It}, + author={Daniel J. Velleman}, + year={1998 }, + publisher={Cambridge University Press} +} + +@article{PETbrainmath, +author={Brian Butterworth}, +title={What makes a prodigy?}, +year=2001, +journal={Nature Neuroscience}, +volume=4, +number=1, +url={\url{http://www.mathematicalbrain.com/pdf/PRODIGY.PDF}} +} + +@article{ScienceDaily, +author={Denise C. Park}, +title={Math ability requires crosstalk in the brain.}, +year=2012, +journal={ScienceDaily}}%contains journal reference + +@article{SA2012, +journal={Scientific American}, + pages={26 - 33}, + year=2012, + title={Sex, Math and Scientific Achievement}, + author={Diane F. Halpern and Camilla P. Benbow and David C. Geary and Ruben C. Gur and Janet Shibley Hyde and Morton Ann Gernsbacher}} + + @article{Maloney2012380, +title = "Reducing the sex difference in math anxiety: The role of spatial processing ability", +journal = "Learning and Individual Differences", +volume = "22", +number = "3", +pages = "380 - 384", +year = "2012", +note = "", +issn = "1041-6080", +doi = "10.1016/j.lindif.2012.01.001", +url = "http://www.sciencedirect.com/science/article/pii/S1041608012000027", +author = "Erin A. Maloney and Stephanie Waechter and Evan F. Risko and Jonathan A. Fugelsang", +keywords = "Math anxiety", +keywords = "Sex effects", +keywords = "Spatial processing" +} + +@article{rivera2012neural, + title={Neural Correlates of Gender, Culture, and Race and Implications to Embodied Thinking in Mathematics}, + author={Rivera, F.}, + journal={Towards Equity in Mathematics Education}, + pages={515--543}, + year={2012}, + publisher={Springer} +} + +@article{tomasi2012gender, + title={Gender differences in brain functional connectivity density}, + author={Tomasi, D. and Volkow, N.D.}, + journal={Human brain mapping}, + volume={33}, + number={4}, + pages={849--860}, + year={2012}, + publisher={Wiley Online Library} +} +@article{horwitz2012introduction, + title={Introduction to Research Topic--Brain Connectivity Analysis: Investigating Brain Disorders. Part 1: The Review Articles}, + author={Horwitz, B. and Horovitz, S.G.}, + journal={Frontiers in systems neuroscience}, + volume={6}, + year={2012}, + publisher={Frontiers Media SA} +} + +@article{tall2012cognitive, + title={Cognitive Development of Proof}, + author={Tall, D. and Yevdokimov, O. and Koichu, B. and Whiteley, W. and Kondratieva, M. and Cheng, Y.H.}, + journal={Proof and Proving in Mathematics Education}, + pages={13--49}, + year={2012}, + publisher={Springer} +} + +@inbook{bloom40retro, +author={Lorin Anderson and Lauren Sosniak}, +title={Excerpts from the ``Taxonomy of Education Objectives, The Classification of Educational Goals, Handbook I: Cognitive domain''}, +booktitle={Bloom's Taxonomy A Forty-year Retrospective}, +publisher={University of Chicago Press}, +year=1994, +chapter={II}, +pages={9-27} +} + +@misc{diagramsReasoning, +howpublished={\url{http://web.archive.org/web/20110721195349/http://www.ed.uiuc.edu/eps/PES-Yearbook/1998/lomas.html}}, +title={Diagrams in Mathematical Education: A Philosophical Appraisal}, +author={Dennis Lomas} +} + + @article{arnoux2010using, + title={Using mental imagery processes for teaching and research in mathematics and computer science}, + author={Arnoux, P. and Finkel, A.}, + journal={International Journal of Mathematical Education in Science and Technology}, + volume={41}, + number={2}, + pages={229--242}, + year={2010}, + publisher={Taylor \& Francis}, + abstract={Abstract +The role of mental representations in mathematics and computer science (for teaching or research) is often downplayed or even completely ignored. Using an ongoing work on the subject, we argue for a more systematic study and use of mental representations, to get an intuition of mathematical concepts, and also to understand and build proofs. We give two detailed examples.} +} + +%[12] P. Thompson, Imagery and the development of mathematical reasoning, in Theories of Learning Mathematics, Erlbaum, Hillsdale, NJ, 1996, pp. 267283., from arnoux +%Paivio + +@article{pillay2010learning, + title={Learning difficulties experienced by students in a course on formal languages and automata theory}, + author={Pillay, N.}, + journal={ACM SIGCSE Bulletin}, + volume={41}, + number={4}, + pages={48--52}, + year={2010}, + publisher={ACM} +} +@inproceedings{rodger2009increasing, + title={Increasing engagement in automata theory with JFLAP}, + author={Rodger, S.H. and Wiebe, E. and Lee, K.M. and Morgan, C. and Omar, K. and Su, J.}, + booktitle={ACM SIGCSE Bulletin}, + volume={41}, + pages={403--407}, + year={2009}, + organization={ACM} +}% number={1}, + +@inproceedings{rodger2007increasing, + title={Increasing interaction and support in the formal languages and automata theory course}, + author={Rodger, S.H. and Lim, J. and Reading, S.}, + booktitle={ACM SIGCSE Bulletin}, + volume={39}, + pages={58--62}, + year={2007}, + organization={ACM} +}% number={3}, +@book{linz2011introduction, + title={An introduction to formal languages and automata}, + author={Linz, P.}, + year={2011}, + publisher={Jones \& Bartlett Learning} +} +@misc{CBL, +author={Cynthia Bailey-Lee}, +howpublished={\url{http://www.peerinstruction4cs.org/}}} + +@inproceedings{huttel2012experiences, + title={Experiences with web-based peer assessment of coursework}, + author={H{\"u}ttel, H. and N{\o}rmark, K.}, + booktitle={Proceedings of the 4th International Conference on Computer Supported Education-CSEDU}, + year={2012} +} +@inproceedings{vijayalaskhmi2012activity, + title={Activity based teaching learning in formal languages and automata theory-An experience}, + author={Vijayalaskhmi, M. and Karibasappa, KG}, + booktitle={Engineering Education: Innovative Practices and Future Trends (AICERA), 2012 IEEE International Conference on}, + pages={1--5}, + year={2012}, + organization={IEEE} +} +@article{xing2010graphical, + title={A graphical framework for assisting proofs}, + author={Xing, C.C.}, + journal={Journal of Computing Sciences in Colleges}, + volume={25}, + number={5}, + pages={48--57}, + year={2010}, + publisher={Consortium for Computing Sciences in Colleges} +} + +@inproceedings{dharaneetharan2011alternative, + title={An alternative approach of Pumping Lemma to prove a language to be non regular}, + author={Dharaneetharan, GD and Raj, VB and Devi, RK}, + booktitle={Recent Trends in Information Technology (ICRTIT), 2011 International Conference on}, + pages={1078--1080}, + year={2011}, + organization={IEEE} +} + +@article{steffen2011introduction, + title={Introduction to active automata learning from a practical perspective}, + author={Steffen, B. and Howar, F. and Merten, M.}, + journal={Formal Methods for Eternal Networked Software Systems}, + pages={256--296}, + year={2011}, + publisher={Springer} +} +@inproceedings{zander2009student, + title={Student transformations: are they computer scientists yet?}, + author={Zander, C. and Boustedt, J. and McCartney, R. and Mostr{\"o}m, J.E. and Sanders, K. and Thomas, L.}, + booktitle={Proceedings of the fifth international workshop on Computing education research workshop}, + pages={129--140}, + year={2009}, + organization={ACM} +} + +@article{meyer2006threshold, + title={Threshold concepts and troublesome knowledge}, + author={Meyer, J.H.F. and Land, R.}, + journal={Overcoming Barriers to Student Learning: Threshold concepts and troublesome knowledge.}, + pages={19}, + year={2006}, + publisher={Routledge} +} + + +@inproceedings{simon2010experience, + title={Experience report: peer instruction in introductory computing}, + author={Simon, B. and Kohanfars, M. and Lee, J. and Tamayo, K. and Cutts, Q.}, + booktitle={Proceedings of the 41st ACM technical symposium on Computer science education}, + pages={341--345}, + year={2010}, + organization={ACM} +} + +@inproceedings{pargas2006things, + title={Things are clicking in computer science courses}, + author={Pargas, R.P. and Shah, D.M.}, + booktitle={ACM SIGCSE Bulletin}, + volume={38}, + number={1}, + pages={474--478}, + year={2006}, + organization={ACM} +} +@inproceedings{chase2000combining, + title={Combining cooperative learning and peer instruction in introductory computer science}, + author={Chase, JD and Okie, E.G.}, + booktitle={ACM SIGCSE Bulletin}, + volume={32}, + number={1}, + pages={372--376}, + year={2000}, + organization={ACM} +} + + +@article{bateman2007applying, + title={Applying collaborative tagging to e-learning}, + author={Bateman, S. and Brooks, C. and McCalla, G. and Brusilovsky, P.}, + journal={Proc. of ACM WWW}, + volume={3}, + number={4}, + year={2007} +} +@techreport{morgan1997technology, + title={Technology and Bloom's taxonomy: tools to facilitate higher-level learning in chemistry}, + author={Morgan, M.E.}, + year={1997}, + institution={DTIC Document} +} +@inproceedings{hamalainen2004problem, + title={Problem-based learning of theoretical computer science}, + author={H\"{a}m\"{a}l\"{a}inen, W.}, + booktitle={Frontiers in Education, 2004. FIE 2004. 34th Annual}, + pages={S1H--1}, + year={2004}, + organization={IEEE} +} + +@phdthesis{weidmann2003science, + title={Science Education Perceptions of Teaching and Learning Automata Theory in a College- Level Computer Science Course a thesis}, + author={Weidmann, P.K.}, + year={2003}, + school={The University of Texas at Austin} +} + +@book{Constructionism, +editor={Idit Harel and Seymour Papert}, +title={Constructionism}, +year=1991, +publisher={Ablex Publishing}} + +@inbook{PHfractions, +author={Seymour Papert and Idit Harel}, +title={Software Design as a Learning Environment}, +booktitle={Constructionism}, +chapter={4}, +year=1991, +publisher={Ablex Publishing}} + +@article{baeten2010models, + title={Models of computation: automata and processes}, + author={Baeten, JCM}, + journal={Technische Universiteit Eindhoven, Syllabus 2IT15}, + year={2010} +} +@book{devlinintro, +author={Keith Devlin}, +title={Introduction to Mathematical Thinking}, +publisher={Keith Devlin}, +year=2012} + +} + + + \ No newline at end of file diff --git a/FromGithubForProposalText/ovals.png b/FromGithubForProposalText/ovals.png new file mode 100644 index 0000000..99391c2 Binary files /dev/null and b/FromGithubForProposalText/ovals.png differ diff --git a/FromGithubForProposalText/proofUse.tex b/FromGithubForProposalText/proofUse.tex new file mode 100644 index 0000000..e425b6f --- /dev/null +++ b/FromGithubForProposalText/proofUse.tex @@ -0,0 +1,53 @@ +\documentclass{beamer} + +% \usepackage{beamerthemesplit} // Activate for custom appearance + +\title{Example Presentation Created with the Beamer Package} +\author{Till Tantau} +\date{\today} + +\begin{document} + +\frame{\titlepage} + +\section[Outline]{} +\frame{\tableofcontents} + +\section{Indirect Argument} +\ + + +\frame +{ + \frametitle{Indirect Argument} + \begin{itemize} + \item<1-> When to use indirect proof + \item<2-> How to use indirect proof + \item<3-> + \end{itemize} +} + +\frame +{ + \frametitle{When to use indirect proof} + \begin{itemize} + \item<1-> after having trouble with direct proof and counterexample + \item<2-> Easy overlays. + \item<3-> No external programs needed. + \end{itemize} +} + +\section{Application to Algorithms} +\frame +{ + \frametitle{Application to Algorithms} + \begin{itemize} + \item<1-> Normal LaTeX class. + \item<2-> Easy overlays. + \item<3-> No external programs needed. + \end{itemize} +} + + + +\end{document} diff --git a/FromGithubForProposalText/proposal-v20141030T1551.pdf b/FromGithubForProposalText/proposal-v20141030T1551.pdf new file mode 100644 index 0000000..1ec1bd8 Binary files /dev/null and b/FromGithubForProposalText/proposal-v20141030T1551.pdf differ diff --git a/FromGithubForProposalText/proposal-v20141030T1551.tex b/FromGithubForProposalText/proposal-v20141030T1551.tex new file mode 100644 index 0000000..1c83b0f --- /dev/null +++ b/FromGithubForProposalText/proposal-v20141030T1551.tex @@ -0,0 +1,4 @@ +\documentclass{report} +\begin{document} +%\input{proposalSections} +\end{document} diff --git a/FromGithubForProposalText/proposal20150128T1506.tex b/FromGithubForProposalText/proposal20150128T1506.tex new file mode 100644 index 0000000..a1f9d84 --- /dev/null +++ b/FromGithubForProposalText/proposal20150128T1506.tex @@ -0,0 +1,65 @@ +\documentclass[11pt]{report} +\usepackage{amsmath} % AMS math commands like \frac{}{} + + + +\usepackage{geometry} +\geometry{letterpaper} +\usepackage[parfill]{parskip} +\usepackage{graphicx} +\usepackage{amssymb} +\usepackage{epstopdf} +\DeclareGraphicsRule{.tif}{png}{.png}{`convert #1 `dirname #1`/`basename #1 .tif`.png} + +\usepackage[colorlinks=true, pdfstartview=FitV, linkcolor=blue, + citecolor=blue, urlcolor=blue]{hyperref} + +%\includeonly{Chapter1} + + + +\newtheorem{theorem}{Theorem} +\newtheorem{corollary}[theorem]{Corollary} +\newtheorem{definition}{Definition} +\newtheorem{lemma}{Lemma} +\newtheorem{exercise}{Exercise} +\newtheorem{remark}{Remark} +\newtheorem{example}{Example} +\newtheorem{warning}{Warning} + +\def\grad{ \mbox{grad}} +\def\curl{ \mbox{curl}} +\def\div{ \mbox{div}} +\def\U{\ensuremath {\cal U}} +\def\S{\ensuremath {\cal S}} +\def\V{\ensuremath {\cal V}} +\def\R{\ensuremath {\cal R}} +\def\tr{\ensuremath {\mbox{tr}}} + + + + +% ------------------- Title and Author ----------------------------- +\title{Proposal for\\ +Students' Conceptions of Proof\\ +During the CS(E) Curriculum} +\author{Author} +\begin{document} + + +%\frontmatter +\maketitle + +\tableofcontents + +\input{proposalSections} + +\nocite{*} +\bibliographystyle{alpha} +\bibliography{literature,literatureFIE,literatureClickersTheory,scopus201402281331,scopus201402281532,CSbibs201402281357,lit,anymore} + +%\bibliographystyle{plain-annote} + +\end{document} +\end + diff --git a/FromGithubForProposalText/proposalAbstract.tex b/FromGithubForProposalText/proposalAbstract.tex new file mode 100644 index 0000000..634a181 --- /dev/null +++ b/FromGithubForProposalText/proposalAbstract.tex @@ -0,0 +1,110 @@ +%Write it like a response to the grant recently forwarded to Prof. McC.\\ +%don't forget to include the curiosity and dopamine mediation Gruber article\\ + +%topic is recognized to be important +Curricula for computer science and related degrees include the study of proofs. +There are multiple motives. +These include generally improved reasoning ability, and +better understanding of mathematical underpinnings of algorithms. +They also include the ability in some cases, to know, and in some cases +to predict with high probability, resource utilization of algorithms. +Beyond these purposes, one can add that proofs can serve as explanations. +The ability to prove enables students to explore the consequences of a situation, which can be useful in understanding requirements for algorithms and programs. + +Teaching of these concepts often begins with a discrete structures course. +As could a transitions course in the mathematics program, the discrete structures course could begin with relatively easy proofs for finite sets. +Even for such introductory concepts, it can be helpful to become familiar with the reasoning the students employ when they arrive. + +%technique does what? +In this examination of students' conceptualizations, we use the well-known constructivist perspective. %\cite{ben2001constructivism}. +Thus, we imagine the students consolidating and building upon the foundation of concepts they already have. +Constructivism suggests that remediation, the repair or replacement of the initial approaches to reasoning, might be necessary. + +This examination also employs the research perspective called phenomenography, and its extension, variation theory. +Thus we seek critical aspects. +These are pivotal elements of the material to be learned, without which students seem not to enrich the dimensionality of their comprehension. +Phenomenographic analysis technique provides us clues how to discover critical aspects present within the understanding of an ensemble of students. +Further, variation theory offers principles for the presentation of critical aspects. +Others have shown that these principles for presentation +% (Pang Marton 2013) +help students discern critical aspects. +Learning the content of the critical aspects helps students advance from one conceptualization to a more comprehensive and nuanced one. %(Cite?) + + + +The students' conceptualizations have variety. +There are differences within an ensemble at any given stage in the curriculum. +There are also differences at the several stages in the curriculum. +As educators we are interested in advancing this non-stationary process. +We are interested in furthering the development over time, that is, over stages in the curriculum, the students' conceptualizations. +It is important to know that inductive (as opposed to deductive) qualitative research does not impose the content of the curriculum on the data from the students. So, we may see, and have seen, conceptualizations that are errant from the path of progress, as well as conceptualizations marking stages beyond which students have yet to advance. + +For fostering students' developing comprehension, it helps to have insight into their conceptualizations, the nature of their understandings of material. + +Phenomenography guides us in obtaining evidence and interpreting this evidence into insight. +It is a qualitative inquiry. + +%To learn about the variety of conceptualizations of proof found in students as they advance through the curriculum, we can make use of several sources of evidence. +%Qualitative educational research encompasses techniques that provide insight into the nature of students' understandings of material. +The techniques for this qualitative exploration utilize data from interviews and from documents including actual and practice tests, homework and online fora comments by our students. + + + %research question +% Techniques from qualitative educational research have been used to address part of the question +We want to know how students understand proofs. + %more specific research question + Sipser\cite{Sipser}, and Krantz\cite{krantz2002handbook}, identify some kinds of proofs as introductory, and particularly useful for computer science and engineering. + + These are: + \begin{enumerate} + \item some forms of direct proof + \item proof by construction + \item proof by contradiction + \item proof by mathematical induction + \item proof by contrapositive + \item proof by counting argument + \item (maybe) diagonalization proofs + \item proofs about sets by element argument + \item proofs of $\forall$ statements by generic particular + \item existence proofs + \item (dis)proofs by counterexample + \item proof of relative complexity by reduction of one problem to another + \item proof of equivalent complexity by reduction of each problem to the other + \item proof by loop invariant is used in Cormen, Leiserson, Rivest and Stein Algorithms + \end{enumerate} + %data sources + Data sources in qualitative educational research include: + Interviews\\ + Documents, including tests, homework, and online interactions\\ + informal interviews in consultation settings\\ + + %justifocation for data sources + The local student population has provided useful data. The sample of students interviewed included highly competent, successful students and employed graduates as well as students with fewer attainments. + + %doing what with the data + We have applied several methods of qualitative educational research, including basic inductive analysis, thematic analysis, action research, and elements of grounded theory (although this is frequently regarded as inappropriate for thesis work due to its extent), among others. + +% doing what with the data +Investigation of how well students understand proofs, and the application of proofs to algorithm choice, has suggested some relationship between them. + +%don't cite in abstract In our Frontiers in Engineering paper\cite{smith2013mathematization} +We have demonstrated that students of Introduction to Theory of Computation do not always understand the uses of notation employed in that course. This limit their understanding of the course material. + +%preliminary results +Students have exhibited a preference to talk about proof by mathematical induction, over other kinds of proof, and have explained this on the basis that most instruction time is devoted to it, and that it has properties similar to procedures; procedures are familiar and reassuring. +Not all students understand proof by mathematical induction, expressing various concerns. +These same students were questioned about use of recursive programming techniques. +%In our Koli Calling paper~\cite{smith2014computer} +We have demonstrated that there appeared to be a relationship between ability to be convinced by proof by mathematical induction and desire to apply recursive algorithms when possible. + +%future +In the future we plan to investigate other forms of proof, including those listed above, and other choices of algorithms. One such is dynamic programming, which is appropriate in situations having optimal substructure. We plan to ask students whether they consider the possibility of applying dynamic programming, and how they come to be certain that a problem has optimal substructure. + +%more future +%expected contribution +%Doesn't this go elsewhere +We present our application of Marton's phenomenographic research perspective to computer science students' understanding of proofs used in discrete math, data structures and introduction to the theory of computing. +We situate this research in the context of work of others. +Our original work is compatible with, and extends, the work of others. +%/Doesn't this go elsewhere +We hope that by discovering the degree of understanding of proofs in the students as they progress through the curriculum, we will develop insight into how to instruct more efficiently and effectively on understanding, using and creating proofs. diff --git a/FromGithubForProposalText/proposalExpectationsContributions.tex b/FromGithubForProposalText/proposalExpectationsContributions.tex new file mode 100644 index 0000000..68cc4ee --- /dev/null +++ b/FromGithubForProposalText/proposalExpectationsContributions.tex @@ -0,0 +1,6 @@ +%5) the expected contributions of this study +The product of a phenomenographical investigation is categories of conceptualization and critical aspects that distinguish one category from the previous. +One hopes that by identifying critical aspects, suggestions about what to emphasize when teaching, and what to seek in assessments are also clarified. +This investigation is intended to develop insight into students understandings of proofs, that are the meanings they have fashioned for themselves, based on how they have interpreted what they have heard or read. +By examining some of these understandings, we might find directions in which to improve our teaching. +Moreover, we have guidance about recognizing the preparation of incoming students, that we could use to judge their status, and remediation needed for getting started. \ No newline at end of file diff --git a/FromGithubForProposalText/proposalExpectationsFindings.tex b/FromGithubForProposalText/proposalExpectationsFindings.tex new file mode 100644 index 0000000..65c2f40 --- /dev/null +++ b/FromGithubForProposalText/proposalExpectationsFindings.tex @@ -0,0 +1,5 @@ +%4) the sort of findings that you expect to report -- what do you expect to learn from the analysis relative to your questions? +I expect the kinds of findings to be that sometimes students who did not fully understand material when it was taught, do come to understand it when it is applied, but other times lack of understanding of foundational material leads to weakened understanding of new material. +I expect to find some types of explanations that work to help students advance to a better understanding. +I expect to find some reactions students have, to finding material difficult. + diff --git a/FromGithubForProposalText/proposalFigures.pptx b/FromGithubForProposalText/proposalFigures.pptx new file mode 100644 index 0000000..8080078 Binary files /dev/null and b/FromGithubForProposalText/proposalFigures.pptx differ diff --git a/FromGithubForProposalText/proposalGeneralDescriptionOfProblem.tex b/FromGithubForProposalText/proposalGeneralDescriptionOfProblem.tex new file mode 100644 index 0000000..4cd5eb5 --- /dev/null +++ b/FromGithubForProposalText/proposalGeneralDescriptionOfProblem.tex @@ -0,0 +1,29 @@ +%0 MCC motivate: why is this important to us MCC +When teaching, we have objectives for student learning. +We want them to be able to recognize these ideas. +We want them to be able to comprehend these ideas well enough to apply them, productively. +We might want our teaching to be effective and efficient. +Misinterpretation by students hinders us in these goals. +We can think about this more specifically. +The objectives for student learning relevant here are some valid argument forms. +We want them to know the forms, and to develop a sense for when these forms may be fruitfully applied. +This is important for them because the means of establishing that important properties of algorithms and implementations are present is proof. +Customers of software development can specify features, qualities of service and permissible resource utilization. +Developers need to know how to verify and validate their products, as meeting such specifications. +Proofs are used in verification and validation. +Thus, being able to understand and apply proofs is an important part of a developer's skill set. + + +%1) a general description of the problem that you are studying +Students do not always learn what we intend for them to understand about proofs. +They might not understand that proofs are convincing arguments. +They might not recognize a convincing argument. +They might not understand the mathematical formulation in which the proof is expressed. +They might have difficulty applying a proof, as in a proof that a language is not regular. +They might not know how to formulate a convincing argument, for example, by warranted deductive steps. +They may experience difficulty in analyzing proofs that are significant in introduction to the theory of computing, such as the proof of the Cook-Levin theorem. +They might not transfer the knowledge they gained studying proof by induction to the understanding of why recursion works. +They may be unlikely to choose an apt algorithm, or appreciate a data structure, when a facility with proof +would guide them. + + diff --git a/FromGithubForProposalText/proposalMac20150128T1510.tex b/FromGithubForProposalText/proposalMac20150128T1510.tex new file mode 100644 index 0000000..6b0fc27 --- /dev/null +++ b/FromGithubForProposalText/proposalMac20150128T1510.tex @@ -0,0 +1,71 @@ +\documentclass[11pt]{report} +\usepackage{amsmath} % AMS math commands like \frac{}{} + + + +\usepackage{geometry} +\geometry{letterpaper} +\usepackage[parfill]{parskip} +\usepackage{graphicx} +\usepackage{amssymb} +\usepackage{epstopdf} +\DeclareGraphicsRule{.tif}{png}{.png}{`convert #1 `dirname #1`/`basename #1 .tif`.png} + +%\usepackage[colorlinks=true, pdfstartview=FitV, linkcolor=blue, citecolor=blue, urlcolor=blue]{hyperref} +\usepackage{url} +%\includeonly{Chapter1} + +\newtheorem{theorem}{Theorem} +\newtheorem{corollary}[theorem]{Corollary} +\newtheorem{definition}{Definition} +\newtheorem{lemma}{Lemma} +\newtheorem{exercise}{Exercise} +\newtheorem{remark}{Remark} +\newtheorem{example}{Example} +\newtheorem{warning}{Warning} + +\def\grad{ \mbox{grad}} +\def\curl{ \mbox{curl}} +\def\div{ \mbox{div}} +\def\U{\ensuremath {\cal U}} +\def\S{\ensuremath {\cal S}} +\def\V{\ensuremath {\cal V}} +\def\R{\ensuremath {\cal R}} +\def\tr{\ensuremath {\mbox{tr}}} + +\usepackage{fancyhdr} +\usepackage[yyyymmdd,hhmmss]{datetime} +\pagestyle{fancy} +\rhead{} +\chead{} +%\lhead{Page \thepage} +\rfoot{Compiled on \today\ at \currenttime} +\cfoot{} +\lfoot{Page \thepage} + + + +% ------------------- Title and Author ----------------------------- +\title{Proposal for\\ +Students' Conceptions of Proof\\ +During the CS(E) Curriculum} +\author{Author} +\begin{document} + + +%\frontmatter +\maketitle + +\tableofcontents + +\input{proposalSections} + +\nocite{*} +\bibliographystyle{alpha} +\bibliography{literature,literatureFIE,literatureClickersTheory,scopus201402281331,scopus201402281532,CSbibs201402281357,lit,anymore} + +%\bibliographystyle{plain-annote} + +\end{document} +\end + diff --git a/FromGithubForProposalText/proposalMethodology.tex b/FromGithubForProposalText/proposalMethodology.tex new file mode 100644 index 0000000..1329c0c --- /dev/null +++ b/FromGithubForProposalText/proposalMethodology.tex @@ -0,0 +1,182 @@ + + + + + + +\subsection{Design of the Studies} +This is a qualitative study. +Qualitative methods will be used, because qualitative information is sought. + +Qualitative research is described in several parts. +One of the parts is Theoretical Framework. +We are using constructivism and phenomenography. + +Epistemology\\ +We believe what we do for reasons, including believing what we do about attention based upon research in several disciplines. We know from Posner~\cite{posner2012cognitive} +(except I got this from the 2004 edition) ''Attention is being studied at the cognitive, neurosystem, cellular, synaptic and genetic levels. No one of these levels provides an analysis of attention that both illuminates its role in tasks of daily life and prepares the way for a remediation of conditions. Only successful links between these levels can allow attention to be viewed as an organ system with its own anatomy, circuitry, functions and deficits.'' [p. 3] + +In this work we are interested in attention as performing a function, possibly having deficits, and being subject to remediation. + +We will look at and make use of links between these levels for ideas about influencing attention to focus selectively on those items we hope to impart to our students. + +In the theoretical framework we are using, phenomenography will be applied. +Phenomenography was designed to study the variety of effects a single teaching intervention might provoke. +%MCC brief 1 para description of phenomenography + +Phenomenography was created by Marton~\cite{marton2004classroom,marton2005unit,marton2006some,ling2011towards}, +with collaborators, as an outcome of research. +Svensson~\cite{svensson1997theoretical} + describes the evolution of phenomenography. +Svensson reports phenomenography as developing in stages. +At first, there was a focus on the understanding students gained from instructional material. +That study used a group of students and a single item of learning material. +That study found that variety can occur in conceptualizations of a group of students when learning from a single source. +Later, phenomenography was extended. +Variation theory was added. +Variation theory studies the means of reducing this variety of student responses. +Variation theory claims that there are ways we can help students discern what we want them to notice. +Variation theory says we can emphasize, make salient, specific features of an idea. +Variation theory categories these means, into contrast, generalization, separation, and fusion\cite{marton2006some}. +The theory holds that for learning to take place, this kind of variation is necessary. +An "non-example" of variation is Flatland~\cite{flatland}. +The inhabitants of Flatland do not appreciate altitude, because they never experience any variation in altitude. +An example of contrast is, the difference between two altitudes, the dimension altitude becomes noticeable. +An example of generalization is, calling attention to the feature that is common among, say, three sheep, three trinkets and three strokes on a wet clay surface. +An example of separation is, calling attention to a feature that is changing it while other aspects remain constant. +An example of fusion is, calling attention to the interconnectedness of multiple components of a concept, so that the whole can be seen to emerge from interactions of the parts. +\subsection{Sample Selection} + +Students from the University of Connecticut who have taken or are taking the relevant courses were offered the opportunity to be interviewed. +The students who volunteered are mostly male, mostly traditionally aged undergraduates, though some graduate students also volunteered. +Some students were domestic, and some international. +Some students were Asian, some African-American, some Caucasian, some Latino/a, some with learning disabilities such as being diagnosed as on the autistic spectrum. + +\subsection{Data} +Interviews are the principle technique used by phenomenographical research. +Homework, practice and real tests were analyzed for proof attempts. +Data from individual tutoring sessions and group help sessions was also informative. + +As we discover students' conceptualizations through interviews and documents, we confound the processes of attention, memory and recall. Because variation theory aims to draw attention to specifics, to help students discern particular items, we see a limitation in our data collecting methods. They combine the measurement of what is noticed with what is remembered and expressed. + +\subsection{Analysis} +Data were analyzed first within individual investigations. +Data about the application of the pumping lemma were analyzed first. +Data about mathematical formulation, and about proof by induction with its application to recursive algorithms were analyzed next. +%, and about data structures, and about analysis of algorithms. +Data about negation of statements with multiple quantifiers were gleaned from students of discrete math. +These students were working on the statement of properties of regular languages taken from the pumping lemma. + +Data about constructive proofs were obtained from students of theory of computing. +These students were working on showing properties of languages. + +Data about student approaches to proving were obtained from students of theory of computing. +Verbs including "Show", "Explain", "Provide a convincing argument" introduced test questions. + +Subsequently, the data from these individual investigations were combined for another analysis. + +\subsubsection{Analysis of Individual Investigations} + +Individual investigations were analyzed in the usual way for phenomenography +% (cite merriam or ). +First, from interview transcripts, fragments of meaningful text were obtained by removing less meaningful utterances from transcripts. +Then fragments were grouped and regrouped until stability of groups emerged. +Then, representative quotations were chosen from the groups. +Then the representative quotations were examined. +A principle allowing the quotations to be sorted was sought. +Depth of understanding seemed to be applicable. +Consequently, categories of conceptualization were arranged in a partial order. +Then a topological order was imposed. +This topological order placed understanding an induction step as having greater depth of understanding than understanding a base case. +Then each category, except the first, was compared to its predecessor. +The researcher could infer a critical aspect, being that element of knowledge, or abstraction step, missing from the less inclusive category, present the more inclusive. +\paragraph{Proof attempts on practice tests} +Proof attempts were read for grading for the purposes of discovering to which areas remaining review work should be devoted. +This also had the effect of familiarizing the analyst with the scope of proof attempts. +Then each proof attempt was read for categorization. +There were no categories imagined in advance. +In the event, there were many types of attempt found that incited surprise, having not been previously contemplated. +These included correct arguments followed by unsettling incorrect remarks revealing misunderstanding of definitions. +The latter detracted from the former. +A positive category was generalization. +Students proved that there were unrecognizable languages in multiple ways. +Some observed that a recognizer for a language in conjunction with a recognizer for the complement of that language constituted a decider. +They went on to use the contrapositive argument from undecidable languages. +Others used the counting argument that there are more languages than recognizers. +A brief description for each proof attempt was created, organized by the problem the student was solving. +These descriptions were clustered into categories. +Categories usually formed separating descriptions which differed only in degree. +Categories also formed to separate descriptions which differed in kind. +For example, the descriptive word "narrative" was used to describe certain proof attempts. +These attempts referred to proofs as having been performed by others (e.g., Cook and Levin showed that SAT was in NP-Cmplete). +Narrative attempts differed from each other in the degree to which the argument was spelled out. +By contrast, the descriptive word "assertion" was used to describe proof attempts that made unsupported claims. +Descriptions in the category "assertion" differ from each other by the amount of associated text that seems to be intended to be supportive. +They also differed as to whether the claim, and supposed support, is true or false. +Categories were developed for individual test problems. +Then, those categories that appeared for multiple test problems were noted. +These categories that appeared useful for more than one problem were called initial themes. +%The selection of themes was based upon whether a category recurred on multiple problems. Recurring categories were promoted to initial themes. +Initial themes were subjected to axial coding, in the manner of grounded theory as described in \cite{} %Strauss and Corbin? Glaser?}. +By this process, principal themes are detected. +Principal themes are those initial themes with the most numerous, strong relationships to the other initial themes. +%Once the principal theme or themes are identified, +Then, the remaining initial themes are coalesced into four categories\footnote{four being standard for this method of analysis}. +Themes that are initial but not principal are grouped together according to the similarity of their relationships with the principal theme(s). +These relationships are depicted in a diagram, which is a graph. +The graph of the themes and their relationships serves to suggest critical features. +Themes are vertices and relationships are edges. +Themes connected by an edge are adjacent. +For each pair of adjacent themes, we can consider what differentiates one from the other. +We use these differences as clues. +We want to know what we can explain to students that might advance their understanding from that of the poorer category to that of the richer category. +The differences in which we are most interested are those that help students discern fine yet significant distinctions between the categories. +For example, a narrative description category was found, that was related to but differed from a proof attempt category. +One difference between these two categories is that one tells that a proof was created, while the second employs reasoning steps to prove. + +\subsubsection{Analysis of Combined Investigations} + +This process was carried out in multiple course offerings. +There were practice tests in both the discrete math course and also in the (later) introduction to the theory of computation course. +One practice exam in the introduction to theory course occurred late in the semester. +This late exam showed that, even at this stage of the curriculum, principles from the discrete math course had not always been mastered by students of introduction to theory. + +Relationships among the individual investigations were sought. +One investigation was about proof by mathematical induction. +There is a proof for the equivalence of the language class generated by context free grammars with the language class recognized by pushdown automata. +Part of this proof includes a proof by mathematical induction. +The mathematical induction is performed on substitution steps executing production rules in a grammar. +The contents of the stack in the pushdown automaton are considered in two complementary cases. +Proof by mathematical induction was applied in both cases. +Students in a theory course prior to this investigation reported that they did not understand why the procedure associated with proof by mathematical induction resulted in a proof. +Categories of conceptualization for proof by mathematical induction provided insight into categories of conceptualization for the comprehension, in theory of computation, of proof that a language recognized by a pushdown automaton is described by a context free grammar. + +\subsubsection{Validity and Reliability} +We were encouraged by the overlap in description among interview participants. +The interviews were certainly not the same, but common elements appeared. +One such element was that there is a form to proofs by induction, appeared. +Some students referred to this form as steps, others as a procedure, or framework. +Moreover, degrees of understanding filled in a spectrum. +This spectrum ranged from deep understanding to admissions of not understanding, with conceptualizations in between. +The understanding was about why the steps of proof by induction prove anything. +These included a supposition why a proof of an induction step would, in combination with an established base case, constitute a proof by induction, that its originator characterized as ``weird''. + +We consulted the literature of mathematics education. +There we found researchers~\cite{alcock2005proof} + reporting quite similar conceptions of proof by mathematical induction in students of mathematics. +In light of this it is not surprising that we have found the same in students of computer science. + +We consulted the literature of computer science education. +We selected within this, studies using phenomenography. +Among these we found research~\cite{booth1997phenomenography} +on a different topic, but with similar results. +Booth reported categories of conceptions of recursion similar to our categories of conception of proof by mathematical induction. + +Kullberg~\cite{kullberg2010taught} + reports that critical aspects determined in one study can be helpful to teachers and students in others: +`` It is suggested that the critical features were transferable in two regards, in terms of student learning and in terms of a means of communication that could be shared among teachers.'' + +All of our data structures interviews have reported the separation in levels of abstraction of the lecture and the homework assignments. + + + diff --git a/FromGithubForProposalText/proposalResearchQuestions.tex b/FromGithubForProposalText/proposalResearchQuestions.tex new file mode 100644 index 0000000..92efd20 --- /dev/null +++ b/FromGithubForProposalText/proposalResearchQuestions.tex @@ -0,0 +1,26 @@ +%2) the specific research questions that will be addressed +%MCC some explanation of why these questions MCC + +We believe students have difficulty learning proofs. +We want to find out why students have difficulty learning proofs, so that we can use this knowledge to be of help. +We analyze what learning proofs means, so as to seek out the sources of difficulty in the components identified by the analysis. +An easy analysis is into the recognized types of proof listed above. +Even more foundational is the concept of convincing argument. +Thus we seek to categorize student conceptualizations about:\\ +\begin{tabular}{|p{4cm}|p{10cm}|}\hline +Question & Why this question \\ \hline +What categories are there &\\ +of student conceptualizations of &\\ \hline \hline + what proofs are & because if students don't know they are working with arguments whose purpose is to be convincing, a helpful foundation has not been provided\\ \hline + what are proofs for & because we want them to see the utility of the material for their career \\\hline +what validity is & because if student are not sure what validity is, and how it is achieved, they will not be able ensure they have achieved it\\ \hline +what the role of context in developing a proof is & because if students do not see the utility of context, they might not choose helpful axioms, and they might not see the helpfulness of proofs by contradiction or analysis into cases\\ \hline +what a direct proof is & because they will use these in test driven development, and they are foundational\\ \hline +what a proof by construction is & because they will encounter these in the introduction to theory class \\ \hline +what a proof by contradiction is & because this proof type begins the process of supplementing context to obtain more premises\\ \hline +what a division into cases is & because this proof type is relevant to proving for algorithms divided into cases\\ \hline +what a proof by mathematical induction is & because this proof type is relevant to proving properties for recursive algorithms\\ \hline +\end{tabular}\\ + + + diff --git a/FromGithubForProposalText/proposalSections.tex b/FromGithubForProposalText/proposalSections.tex new file mode 100644 index 0000000..3655390 --- /dev/null +++ b/FromGithubForProposalText/proposalSections.tex @@ -0,0 +1,34 @@ +\maketitle + +\begin{abstract} +\input{proposalabstract} +\end{abstract} + +\section{General Description of the Problem} +\input{proposalGeneralDescriptionOfProblem} +\newpage +\section{Research Questions} +\input{proposalResearchQuestions} + +\newpage +\section{Methodology} +\input{proposalMethodology} + +\newpage +\section{Preliminary Results} +\input{proposalPreliminaryResults} +\newpage +\section{Expectations about Findings} +\input{proposalExpectationsFindings} +\newpage +\section{Expectations about Contributions} +\input{proposalExpectationsContributions} + +\newpage +%6) a bibliography of the related published work +\section{Related Work} +\input{proposalRelatedWork} + +\section{ParkingLot} +%\input{somewherelse} + diff --git a/FromGithubForProposalText/proposalWindowsPackages.tex b/FromGithubForProposalText/proposalWindowsPackages.tex new file mode 100644 index 0000000..840de68 --- /dev/null +++ b/FromGithubForProposalText/proposalWindowsPackages.tex @@ -0,0 +1,52 @@ + +\usepackage{amscd} % commutative diagrams made easy - has to be loaded after amsmath +\usepackage{amsthm} % theorem, lemma, definition, ... - has to be loaded after amsmath +\usepackage{calc} % minimal calculator operations + +\usepackage{graphicx} % Imports figures : pdf, jpg, png, tif (one f) + % Use the package graphics if you use eps files. + % Warning : It is very difficult to use both graphics and graphicx. + +\usepackage{enumerate} % extends enumerate environment +\usepackage{dsfont, marvosym, latexsym, amssymb, wasysym, mathbbol} % extra symbols +\usepackage{color} % use colors red/blue/green/yellow/magenta +\usepackage{fancyhdr} % headers +\usepackage{fancybox} % oval boxes and stuff +\usepackage{ifthen} % if-then-else structure +\usepackage{rotate} % rotate and mirror commands + +% Caligraphic Alphabet - used by the definitions of \cA, \cB, \cC and so on. +\usepackage[mathcal]{euscript} +% Very Curly Caligraphic Alphabet - used by the definitions of \ccA, \ccB, \ccC and so on. +\usepackage{mathrsfs} + +\usepackage{url} %tms +\usepackage{pxfonts} + +\theoremstyle{definition} +\newtheorem{theorem}{Theorem}[section] +\newtheorem{definition}[theorem]{Definition} +\newtheorem{definitions}[theorem]{Definitions} +\newtheorem{lemma}[theorem]{Lemma} +\newtheorem{myexample}[theorem]{Example} +\newtheorem{myexamples}[theorem]{Examples} +\newtheorem{proposition}[theorem]{Proposition} +\newtheorem{property}[theorem]{Property} +\newtheorem{properties}[theorem]{Properties} +\newtheorem{corollary}[theorem]{Corollary} +\newtheorem{notation}[theorem]{Notation} +\newtheorem{notations}[theorem]{Notations} +\newtheorem{remark}[theorem]{Remark} +\newtheorem{remarks}[theorem]{Remarks} +\newtheorem{introduction}[theorem]{Introduction} +\newtheorem{framework}[theorem]{Framework} +\newtheorem{conditions}[theorem]{Conditions} + + +%opening + + + +% Title Page + +\author{} \ No newline at end of file diff --git a/FromGithubForProposalText/scopus201402281331.bib b/FromGithubForProposalText/scopus201402281331.bib new file mode 100644 index 0000000..2dfd308 --- /dev/null +++ b/FromGithubForProposalText/scopus201402281331.bib @@ -0,0 +1,805 @@ +Scopus +EXPORT DATE: 28 February 2014 + +@ARTICLE{Liff2014, +author={Liff, R. and Rovio-Johansson, A.}, +title={Students' understanding of theory in undergraduate education}, +journal={Teaching in Higher Education}, +year={2014}, +note={cited By (since 1996)0; Article in Press}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84893164442&partnerID=40&md5=4cf9f47df449d03760e49bb46199edb0}, +affiliation={Gothenburg Research Institute, School of Business, Economics and Law, University of Gothenburg, 405 30 Gothenburg, Sweden}, +abstract={This paper investigates undergraduate students' application of theory in their analysis of problems presented in authentic leadership cases. Taking a phenomenographic research approach, the paper identifies two levels at which students understand 'theory': Level 1-Theory as knowledge acquired from books; Level 2-Theory as support for problem solutions. Only the students at Level 2 understanding achieved the highest learning outcome described by the Bologna Reforms. This result may be accounted for by the difference in the students' pre-conceived understanding of the events and relationships in the analysed cases. The phenomenographic assumption explains why the authentic cases are problematic. The high relevancy of the learning object - as an authentic case - may reduce the effect of variation, in this case the educational environment that is the mechanism for learning according to variation theory. © 2014 © 2014 Taylor \& Francis.}, +author_keywords={higher education; learning; phenomenography; pre-knowledge; theory-based analysis}, +document_type={Article in Press}, +source={Scopus}, +} + +@ARTICLE{Collier-Reed2013243, +author={Collier-Reed, B.a and Ingerman, A.b }, +title={Phenomenography: From critical aspects to knowledge claim}, +journal={International Perspectives on Higher Education Research}, +year={2013}, +volume={9}, +pages={243-260}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84888149518&partnerID=40&md5=e7fba3f18b6850d1409163c0bc2d9812}, +affiliation={Department of Mechanical Engineering, University of Cape Town, South Africa; Department of Pedagogical, Curricular and Professional Studies, University of Gothenburg, Sweden}, +abstract={In this description of phenomenography, we take a functional view of the theoretical underpinnings that have traditionally been used to support its trustworthiness as a qualitative research approach. The chapter has two objectives, first to serve as an introduction for those considering embarking on research with a phenomenographic framing, and second to enable the recognition of the quality and scope of the knowledge claim inherent in phenomenographic outcomes. © 2013 by Emerald Group Publishing Limited All rights of reproduction in any form reserved.}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Woollacott20131, +author={Woollacott, L.a and Booth, S.b and Cameron, A.c }, +title={Knowing your students in large diverse classes: a phenomenographic case study}, +journal={Higher Education}, +year={2013}, +pages={1-14}, +note={cited By (since 1996)0; Article in Press}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84883178847&partnerID=40&md5=5416eec36cc11dacab6c37d573d51924}, +affiliation={School of Chemical and Metallurgical Engineering, University of the Witwatersrand, Johannesburg, 2050, South Africa; Department of Pedagogical, Curriculum and Professional Studies, University of Gothenburg, Göteborg, Sweden; Science Teaching and Learning Centre, University of the Witwatersrand, Johannesburg, South Africa}, +abstract={The problem which this paper addresses is the difficulty of knowing students in large diverse classes in pedagogically useful ways. The paper discusses how the phenomenographic methodology can be employed to address this problem. It describes how phenomenographic studies and their results can enable teachers to 'know their students' at a collective level in terms of a set of qualitatively distinct idealised types rather than at a personal level of individuals with their particular characteristics, and demonstrates the pedagogical utility of this kind of knowing. The means used to describe the approach and to demonstrate its utility when teaching large classes is to present, as a case study, a phenomenographic investigation into the learning practices among students in a large, diverse cohort of entrants to an engineering programme in South Africa. General principles are drawn from the case study and are discussed as they apply to the teaching of large classes. © 2013 Springer Science+Business Media Dordrecht.}, +author_keywords={Engineering education; Large class teaching; Learning practices; Phenomenography}, +document_type={Article in Press}, +source={Scopus}, +} + +@ARTICLE{Lam2013955, +author={Lam, H.C.a and Tsui, B.M.A.b }, +title={Drawing on the variation theory to enhance students' learning of Chinese characters}, +journal={Instructional Science}, +year={2013}, +volume={41}, +number={5}, +pages={955-974}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84884130027&partnerID=40&md5=40002a8f3d4f15af4ce33c06f3ddee03}, +affiliation={Department of Early Childhood Education, The Hong Kong Institute of Education, Hong Kong, China; The University of Hong Kong, Hong Kong, China}, +abstract={The variation theory of Ference Marton and his collaborators has widely been used as a framework for explaining what can possibly be learned in a particular classroom and what cannot. This paper reports on an experiment that put this theory to test in the context of students' learning of the orthographic structures of Chinese characters. The experiment was carried out in the classrooms of two primary schools in Hong Kong. In each of the schools, two classes of students were taught differently, as informed by the theory, about the significance of the location of a component in the orthographic structure of a character in relation to whether the component provided a clue to the meaning of the character (called the part-part relations). The results of the experiment are consistent with the prediction of the theory that those students who were given the possibility to experience variation in the locations of components in the orthographic structures significantly outperformed those who were not. The results of the experiment demonstrate the power of the theory in guiding the design of teaching that affords students' learning to happen. © 2013 Springer Science+Business Media Dordrecht.}, +author_keywords={Learning Chinese characters; Phenomenography; Student learning; The variation theory}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Sorva2013207, +author={Sorva, J. and Lönnberg, J. and Malmi, L.}, +title={Students' ways of experiencing visual program simulation}, +journal={Computer Science Education}, +year={2013}, +volume={23}, +number={3}, +pages={207-238}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84886091330&partnerID=40&md5=7317f52065d4b4713533e0276db53731}, +affiliation={Department of Computer Science and Engineering, Aalto University, P.O. Box 15400, FI-00076 Aalto, Finland}, +abstract={Visual program simulation (VPS) is a new, interactive form of educational program visualisation, in which learners use graphical controls to direct a program's execution rather than simply watching an animation of it. In this article, we report on a qualitative empirical study of novice programmers learning through VPS. From an analysis of interviews with learners and supplementary observational data, six different ways of perceiving learning through VPS emerged. While a rich understanding of VPS opens up rich possibilities for learning programming, we also uncovered several ways of understanding VPS that do not afford such opportunities. For instance, learners do not always attribute meaning to the visual elements, and even when they do, they may fail to associate the visualised concepts with programming practice. Our results concretise how learners have to experience a number of key insights about VPS before effective learning through VPS can take place. Based on our findings, we make pedagogical recommendations with the overall goal of improving the integration of VPS and the rest of the teaching and learning environment. Our results may find applications beyond VPS within educational program visualisation in general. © 2013 Taylor \& Francis.}, +author_keywords={introductory programming education; novice programmers; phenomenography; program visualisation; students' understandings; visual program simulation}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Eckerdal2013208, +author={Eckerdal, A. and Thune, M.}, +title={Analysing the enacted object of learning in lab assignments in programming education}, +journal={Proceedings - 2013 Learning and Teaching in Computing and Engineering, LaTiCE 2013}, +year={2013}, +pages={208-211}, +art_number={6542262}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84881101996&partnerID=40&md5=afd41ec8166f8bb348b5887500bd58d8}, +affiliation={Uppsala Computing Education Research Group, UpCERG, Department of Information Technology, Uppsala University, Sweden}, +abstract={In this paper we propose a way to analyse the enacted object of learning in written instructions for lab assignments in programming. Moreover, we apply the proposed kind of analysis to empirical data. The data stem from a small pilot study where we studied instruction material for one specific lab session, concerning non-void methods in Java. The larger framework for the results presented here is a research project aimed at better understanding the relation between how novice students learn theory and how they learn practice in the computer lab. © 2013 IEEE.}, +author_keywords={computer programming lab; enacted object of learning; phenomenography; self-documenting lab instruction; variation theory}, +document_type={Conference Paper}, +source={Scopus}, +} + +@ARTICLE{Abd201340, +author={Abd, E.S. and Partridge, H. and Bruce, C.}, +title={Website designers: How do they experience information literacy?}, +journal={Australian Library Journal}, +year={2013}, +volume={62}, +number={1}, +pages={40-52}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84879774076&partnerID=40&md5=0ee3b16721873d56d0da1919fe72f072}, +affiliation={Information Systems School, Queensland University of Technology, QLD, Australia}, +abstract={This paper presents the findings from the first phase of a larger study into the information literacy of website designers. Using a phenomenographic approach, it maps the variation in experiencing the phenomenon of information literacy from the viewpoint of website designers. The current result reveals important insights into the lived experience of this group of professionals. Analysis of data has identified five different ways in which website designers experience information literacy: problemsolving, using best practices, using a knowledge base, building a successful website, and being part of a learning community of practice. As there is presently relatively little research in the area of workplace information literacy, this study provides important additional insights into our understanding of information literacy in the workplace, especially in the specific context of website design. Such understandings are of value to library and information professionals working with web professionals either within or beyond libraries. These understandings may also enable information professionals to take a more proactive role in the industry of website design. Finally, the obtained knowledge will contribute to the education of both website-design science and library and information science (LIS) students. © 2013 Australian Library and Information Association.}, +author_keywords={Information literacy; Phenomenography; Website design}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Lam2013343, +author={Lam, H.C.}, +title={On Generalization and Variation Theory}, +journal={Scandinavian Journal of Educational Research}, +year={2013}, +volume={57}, +number={4}, +pages={343-356}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84879641895&partnerID=40&md5=453155084d7385bfa127d1319579c855}, +affiliation={Hong Kong Institute of Education, Hong Kong}, +abstract={The variation theory developed by Marton has quickly become popular as a framework for providing guidance for making learning possible. However, the epistemological assumption behind the theory is often accepted without critical scrutiny. This paper poses an apparent problem of the possible occurrence of learning in the situation of generalization, where one aspect is kept invariant, while other aspects vary. Eventually some of the learners can learn the invariant aspect. However, variation theory entails that the experience of variation in an aspect is necessary for learners to discern that aspect. How then is it possible for the learners in a situation of generalization to fully discern the invariant aspect? Through scrutinizing the epistemological assumption, I hope to foster discussion toward further improvement of the theory. © 2013 Copyright Scandinavian Journal of Educational Research.}, +author_keywords={classroom learning; generalization; phenomenography; variation theory}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Sorva2013, +author={Sorva, J.}, +title={Notional machines and introductory programming education}, +journal={ACM Transactions on Computing Education}, +year={2013}, +volume={13}, +number={2}, +art_number={8}, +note={cited By (since 1996)2}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84880204596&partnerID=40&md5=ef4e2007ada94e404a6b7ad4ba5fc21b}, +affiliation={Department of Computer Science and Engineering, Aalto University, P.O. Box 15400, FI-00076 Aalto, Finland}, +abstract={This article brings together, summarizes, and comments on several threads of research that have contributed to our understanding of the challenges that novice programmers face when learning about the runtime dynamics of programs and the role of the computer in program execution. More specifically, the review covers the literature on programming misconceptions, the cognitive theory of mental models, constructivist theory of knowledge and learning, phenomenographic research on experiencing programming, and the theory of threshold concepts. These bodies of work are examined in relation to the concept of a "notional machine"- an abstract computer for executing programs of a particular kind. As a whole, the literature points to notional machines as a major challenge in introductory programming education. It is argued that instructors should acknowledge the notional machine as an explicit learning objective and address it in teaching. Teaching within some programming paradigms, such as object-oriented programming, may benefit from using multiple notional machines at different levels of abstraction. Pointers to some promising pedagogical techniques are provided. ©2013 ACM.}, +author_keywords={Constructivism; CS1; Introductory programming education; Literature review; Mental models; Misconceptions; Notional machine; Phenomenography; Threshold concepts}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Herbert20131, +author={Herbert, S.a and Pierce, R.b }, +title={Gesture as data for a phenomenographic analysis of mathematical conceptions}, +journal={International Journal of Educational Research}, +year={2013}, +volume={60}, +pages={1-10}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84875863916&partnerID=40&md5=2eeb0bf70568e547020ec204af1794cf}, +affiliation={Deakin University, Princes Highway, Warrnambool, 3284 VIC, Australia; University of Melbourne, 234 Queensberry St., 3010 VIC, Australia}, +abstract={This paper reports on a phenomenographic investigation for which both participant utterances and their gestures were analysed in order for researchers to gain insight into their understanding of the concept of rate. Video-recordings were made of twenty interviews with Year 10 students. Detailed analysis, of both the sound and images, illuminated the meaning of rate-related gestures. Findings indicate that students often use the symbols and metaphors of gesture to complement, supplement or even contradict verbal descriptions. This study demonstrates, in one setting, the efficacy of phenomenography, with attention not only to participants' words but also their gestures, to explore mathematical conceptions. © 2013 Elsevier Ltd.}, +author_keywords={Gesture; Phenomenography; Secondary mathematics}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Baillie2013227, +author={Baillie, C.a and Bowden, J.A.b c and Meyer, J.H.F.d }, +title={Threshold capabilities: Threshold concepts and knowledge capability linked through variation theory}, +journal={Higher Education}, +year={2013}, +volume={65}, +number={2}, +pages={227-246}, +note={cited By (since 1996)2}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84873734278&partnerID=40&md5=5578ed8fb53299407e86b1c401d6d568}, +affiliation={Environmental Systems Engineering M015, Faculty of Engineering, Computing and Mathematics, University of Western Australia, 35 Stirling Highway, Crawley, Perth, 6009 WA, Australia; Professor Emeritus, RMIT University, Melbourne, Australia; Swinburne Research, Swinburne University of Technology, 55A Mount Street, Eaglemont, 3084, Australia; Faculty of Engineering, Architecture and Information Technology, The University of Queensland, St Lucia, QLD, 4072, Australia}, +abstract={The Threshold Capability Integrated Theoretical Framework (TCITF) is presented as a framework for the design of university curricula, aimed at developing graduates' capability to deal with previously unseen situations in their professional, social, and personal lives. The TCITF is a new theoretical framework derived from, and heavily dependent upon, the ideas of the Threshold Concepts Framework (Meyer and Land 2003a; Land et al. 2006) and Capability Theory (Bowden and Marton 1998; Bowden et al. 2000; Bowden 2004). Capability theory is firmly based in phenomenography and variation theory, is concerned with the development of knowledge capability, but has had limited application in practice. The threshold concepts framework has enjoyed greater acceptance by a large range of academics in many fields. This acceptance has initially focussed on analytic studies of what constitutes a threshold concept-and the location and distribution of such concepts-in a given domain. In many instances subsequent attention has focussed on issues of pedagogy and assessment, including the design of curricula. We propose a merging of capability theory and the threshold concepts framework and argue that capability and variation theories provide the ideal mechanism for developing a strong pedagogical approach based on newly emerging knowledge of the critical features of threshold concepts within different domains. © 2012 Springer Science+Business Media B.V.}, +author_keywords={Knowledge capability; Threshold concept; Unknown future; Variation}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Lönnberg201247, +author={Lönnberg, J. and Malmi, L.}, +title={Back to school - How professional software developers develop and test software in an educational context}, +journal={Proceedings - 12th Koli Calling International Conference on Computing Education Research, Koli Calling 2012}, +year={2012}, +pages={47-56}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84871606544&partnerID=40&md5=7938410729a7ce43fd506cf3fbd07ba1}, +affiliation={School of Science, Aalto University, P.O. Box 15400, FI-00076 Aalto, Finland}, +abstract={In this paper, we describe the research part of a collaboration between a large telecommunications company and Aalto University built around a programming course arranged by Aalto University for the company's software developers. This research involved examining several of the software developers' understandings of matters related to software development and quality in both a learning and a professional development context. The study uses qualitative analysis of questionnaires and interviews to produce descriptions of how the developers understood the software development process and testing and the information sources and needs they had when debugging. Copyright 2012 ACM.}, +author_keywords={Automatic assessment; Phenomenography; Professional software developers; Programming education}, +document_type={Conference Paper}, +source={Scopus}, +} + +@ARTICLE{Kinnunen2012199, +author={Kinnunen, P{\"a}ivi and Simon, Beth }, +title={Phenomenography and grounded theory as research methods in computing education research field}, +journal={Computer Science Education}, +year={2012}, +volume={22}, +number={2}, +pages={199-218}, +note={cited By (since 1996)2}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84863480770&partnerID=40&md5=41e1a4b29eaa6796347782c1cf6636b7}, +affiliation={Philosophical Faculty, School of Educational Sciences and Psychology, University of Eastern Finland, 80101 Joensuu, Finland; Computer Science and Engineering Department, University of California, San Diego, La Jolla, CA, 92093-0404, United States}, +abstract={This paper discusses two qualitative research methods, phenomenography and grounded theory. We introduce both methods' data collection and analysis processes and the type or results you may get at the end by using examples from computing education research. We highlight some of the similarities and differences between the aim, data collection and analysis phases and the type of resulting outcomes of these methods. We also discuss the challenges and threats the both methods may pose to the researcher. We conclude that while aimed at tackling different types of research questions, both of these methods provide computing education researchers a useful tool in their research method toolbox. © 2012 Copyright Taylor and Francis Group, LLC.}, +author_keywords={grounded theory; phenomenography; qualitative research; research methods}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Pang2012589, +author={Pang, M.F.a and Ling, L.M.b }, +title={Learning study: Helping teachers to use theory, develop professionally, and produce new knowledge to be shared}, +journal={Instructional Science}, +year={2012}, +volume={40}, +number={3}, +pages={589-606}, +note={cited By (since 1996)3}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84859953738&partnerID=40&md5=5e4061bc16ba14e3d07016d2b4a4608c}, +affiliation={Faculty of Education, The University of Hong Kong, Hong Kong SAR, China; Hong Kong Institute of Education, Hong Kong SAR, China}, +abstract={The lesson study approach is a systematic process for producing professional knowledge about teaching by teachers, and has spread rapidly and extensively in the United States. The learning study approach is essentially a kind of lesson study with an explicit learning theory-the variation theory of learning. In this paper, we argue that having an explicit learning theory adds value to lesson study, as the variation theory of learning serves as a source of guiding principles for the teachers when they engage in pedagogical design, lesson analysis and evaluation. Through the use of two Hong Kong learning study cases, one from each of the two major ways of conducting learning study, we demonstrate the power of variation theory in explaining and predicting the relationship between what has taken place in the classroom and what the learners learn, and subsequently identifying ways to improve student learning through promoting teacher professional learning in a learning study setting. © 2011 The Author(s).}, +author_keywords={Learning study; Lesson study; Phenomenography; Teacher professional learning; Variation theory of learning}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Magana2012220, +author={Magana, A.J.a and Brophy, S.P.b and Bodner, A.M.c }, +title={Instructors' intended learning outcomes for using computational simulations as learning tools}, +journal={Journal of Engineering Education}, +year={2012}, +volume={101}, +number={2}, +pages={220-243}, +note={cited By (since 1996)7}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84859977407&partnerID=40&md5=8b0da7fbc78d187afb1ae550ae9a7ac0}, +affiliation={Department of Computer and Information Technology, Purdue University, Knoy Hall of Technology, 401 N. Grant Street, West Lafayette, IN, 47907, United States; Department of Engineering Education, Purdue University, Neil Armstrong Building, 701 West Stadium, West Lafayette, IN, 47907, United States; Chemistry Education and Engineering Education, Purdue University, Department of Chemistry, 560 Oval Drive, West Lafayette, IN 47907, United States}, +abstract={BACKGROUND The computational simulations used by the instructors in this study were originally developed for use as research tools by subject-matter experts and then incorporated in advanced undergraduate and graduate courses in engineering and science. Although some research has been done on students' learning with these computational simulations, less progress has been made toward understanding instructors' goals, or affordances, for incorporating these simulations in their teaching. PURPOSE (HYPOTHESIS) To identify how computational simulations can be effectively used in teaching and learning environments, this study examined instructors' rationale for using these simulations as learning tools. The study was based on the following research question: What were the intended learning outcomes that guided the instructors' use of computational simulations as learning tools? DESIGN/METHOD This study used qualitative methods based on the theoretical framework of phenomenography. Openended interviews were conducted with 14 instructors teaching undergraduate and graduate courses in science and engineering who were not familiar with the research literature on beneficial ways of using simulations for learning and instruction. RESULTS Analysis revealed an outcome space consisting of eight qualitatively different categories that detailed ways in which the engineering and science instructors in this study conceptualized the use of simulation tools with learning activities into existing courses they taught. CONCLUSIONS The outcome space of instructors' goals for using computational simulations is consistent with the recommendations found in the literature based on studies of the use of simulations in more restricted research settings. © 2012 ASEE.}, +author_keywords={Computational simulations; Learning outcomes; Phenomenography}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Boustedt201229, +author={Boustedt, J.}, +title={Students' different understandings of class diagrams}, +journal={Computer Science Education}, +year={2012}, +volume={22}, +number={1}, +pages={29-62}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84859322842&partnerID=40&md5=fb57075333de9a4c23d8ef96cd013096}, +affiliation={Faculty of Engineering and Sustainable Development, University of Gävle, SE-80176, Gävle, Sweden}, +abstract={The software industry needs well-trained software designers and one important aspect of software design is the ability to model software designs visually and understand what visual models represent. However, previous research indicates that software design is a difficult task to many students. This article reports empirical findings from a phenomenographic investigation on how students understand class diagrams, Unified Modeling Language (UML) symbols, and relations to object-oriented (OO) concepts. The informants were 20 Computer Science students from four different universities in Sweden. The results show qualitatively different ways to understand and describe UML class diagrams and the "diamond symbols" representing aggregation and composition. The purpose of class diagrams was understood in a varied way, from describing it as a documentation to a more advanced view related to communication. The descriptions of class diagrams varied from seeing them as a specification of classes to a more advanced view, where they were described to show hierarchic structures of classes and relations. The diamond symbols were seen as "relations" and a more advanced way was seeing the white and the black diamonds as different symbols for aggregation and composition. As a consequence of the results, it is recommended that UML should be adopted in courses. It is briefly indicated how the phenomenographic results in combination with variation theory can be used by teachers to enhance students' possibilities to reach advanced understanding of phenomena related to UML class diagrams. Moreover, it is recommended that teachers should put more effort in assessing skills in proper usage of the basic symbols and models and students should be provided with opportunities to practise collaborative design, e.g. using whiteboards. © 2012 Copyright Taylor and Francis Group, LLC.}, +author_keywords={experiences; interface; Java; phenomenography; programming; software engineering}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Wood2012109, +author={Wood, L.N.}, +title={Practice and conceptions: Communicating mathematics in the workplace}, +journal={Educational Studies in Mathematics}, +year={2012}, +volume={79}, +number={1}, +pages={109-125}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-82555192455&partnerID=40&md5=8a81942b36e3743274e28c545d4c0618}, +affiliation={Faculty of Business and Economics, Macquarie University, Sydney NSW 2109, Australia}, +abstract={The study examined the experience of communication in the workplace for mathematics graduates with a view to enriching university curriculum. I broaden the work of Burton and Morgan (2000), who investigated the discourse practices of academic mathematicians to examine the discourse used by new mathematics graduates in industry and their perceptions of how they acquired these skills. I describe the different levels of perception of discourse needs and of how they gained the necessary skills. At the lowest level, they learnt through trying out different approaches. At the next level, they were assisted by colleagues or outside situations. At the highest level, a small group viewed communication and interpersonal skills as a scientific process and stood back and used their "mathematical" observation skills to model their behaviour. These graduates did not appear to have systematically studied communication as part of their degree and they were unaware of the power of language choices in the workplace. Those who were working as mathematicians had to come to grips with explaining mathematical concepts to a wide range of people with varying mathematical skills but who generally were considerably less skilled in mathematics. The study revealed that these graduates were seriously underprepared in many aspects for joining the workforce. Many found it difficult to adapt to dealing with colleagues and managers, and developing communication skills was often a matter of trial and error. © 2011 The Author(s).}, +author_keywords={Graduates; Mathematical communication; Phenomenography; Professional preparation; Workplace-related mathematics}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Anderberg2011489, +author={Anderberg, E.a and Åkerblom, A.b }, +title={The epistemological role of language use in children's explanations of physical phenomena}, +journal={Cambridge Journal of Education}, +year={2011}, +volume={41}, +number={4}, +pages={489-505}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84860733703&partnerID=40&md5=2904cfa076ae01a9dda67fc344a02ef0}, +affiliation={School of Education and Communication, Jönköping University, Sweden; Department of Sociology, Lund University, Sweden}, +abstract={The article investigates the interplay between the meaning given to certain key expressions and pupils' understanding of science subject matter, in a qualitative study of learning.The intentional-expressive approach to the epistemological role of language use served as a theoretical frame, within the wider context of phenomenographic research on learning. Data were collected using a particular dialogue structure. Micro-process analysis was employed to examine the data. Two descriptive categories emerged: 1) Exploring the function of meaning, and 2) Inventory of meaning. Pupils who explored the function of meaning related their explanations, both to other expressions, and to their personal understanding of the physical problem. Pupils who made inventories of meaning mostly directed attention towards expressions as words. Emphasis was on correct reproduction of scientific terminology. Inventory of meaning was most common in the dialogues with the fourteen-year-olds, while exploring the function of meaning dominated in dialogues with the ten-year-olds. © 2011 Copyright University of Cambridge, Faculty of Education.}, +author_keywords={knowledge formation; language meaning; learning processes; phenomenography; science education}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Virkus2011479, +author={Virkus, S. and Bamigbola, A.A.}, +title={Students' conceptions and experiences of Web 2.0 tools}, +journal={New Library World}, +year={2011}, +volume={112}, +number={11}, +pages={479-489}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-82055204915&partnerID=40&md5=8c17ccc1d4d20603f8e2d92dd08e7c48}, +affiliation={Institute of Information Studies, Tallinn University, Tallinn, Estonia}, +abstract={Purpose: This paper aims to present the results of a study that investigated the Erasmus Mundus Digital Library Learning (DILL) Master programme students' conceptions and experiences of the use of Web 2.0 tools. Design/methodology/approach: The study adopted phenomenography as a research approach to identify DILL students' conceptions and experiences of Web 2.0 tools. Semi-structured interviews with open-ended questions were conducted with 12 students from Africa and Asia within the DILL Master programme. Findings: The data analysis revealed four categories of descriptions of Web 2.0 tools: communication, educational, professional and multi-purpose. For each category of descriptions preferred Web 2.0 tools were identified. Research limitations/implications: The study analyses only conceptions and experiences of the use of Web 2.0 tools of 12 DILL students. This small group of students was from Africa and Asia and, therefore, the results should not be generalized to describe all DILL students' conceptions and experiences of the use of Web 2.0 tools. Practical implications: The results of this study can be taken into consideration when designing and delivering a DILL programme. In order to use technologies to support learning there is a need to understand and know what students do with these new technological tools. Originality/value: This paper supports the idea of integration of information and communication technologies into education and highlights the potential of Web 2.0 tools to support teaching and learning in the higher education setting. © Emerald Group Publishing Limited.}, +author_keywords={Communication tools; Digital libraries; Educational tools; Higher education; Individual perception; Librarians; Phenomenography; Professional tools; Students; Web 2.0}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Thompson2011269, +author={Thompson, E.a and Kinshukb }, +title={The nature of an object-oriented program: How do practitioners understand the nature of what they are creating?}, +journal={Computer Science Education}, +year={2011}, +volume={21}, +number={3}, +pages={269-287}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-80052842353&partnerID=40&md5=487ff256dd522bcb87260d8bdc93e109}, +affiliation={Department of Computer Science, Aston University, Birmingham, United Kingdom; School of Computing and Information Systems, Athabasca University, Canada}, +abstract={Object-oriented programming is seen as a difficult skill to master. There is considerable debate about the most appropriate way to introduce novice programmers to object-oriented concepts. Is it possible to uncover what the critical aspects or features are that enhance the learning of object-oriented programming? Practitioners have differing understandings of the nature of an object-oriented program. Uncovering these different ways of understanding leads to a greater understanding of the critical aspects and their relationship to the structure of the program produced. A phenomenographic study was conducted to uncover practitioner understandings of the nature of an object-oriented program. The study identified five levels of understanding and three dimensions of variation within these levels. These levels and dimensions of variation provide a framework for fostering conceptual change with respect to the nature of an object-oriented program. © 2011 Taylor \& Francis.}, +author_keywords={Critical aspects; Object-oriented; Perception; Phenomenography; Program structure; Programming; Understanding}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Bucks2011, +author={Bucks, G.a and Oakes, W.C.b }, +title={Phenomenography as a tool for investigating understanding of computing concepts}, +journal={ASEE Annual Conference and Exposition, Conference Proceedings}, +year={2011}, +page_count={22}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-80051912779&partnerID=40&md5=f0cad9f6f634e880824dc218b1899bb1}, +affiliation={Electrical and Computer Engineering and Computer Science Department, Ohio Northern University, United States; Purdue University, West Lafayette, United States}, +abstract={Computing has become a foundational subject across the engineering disciplines and offers significant opportunities both in practice and from an educational perspective. Maximizing this potential requires deep understanding of how students learn and apply computing concepts. There has been a great deal of work exploring understanding in computing education, focused primarily on what constitutes knowledge in computing and the processes engaged to utilize this knowledge in solving computing problems. There is also a sizable body of work exploring the misconceptions held by novices in computing education. However, little work has been done exploring the types of conceptions that computing students hold for the fundamental computing concepts apart from identifying misconceptions. Uncovering the different types of conceptions held by students independent of specific computing languages or environments is essential to understanding how students learn computing concepts and ultimately to develop better pedagogical and assessment techniques. Phenomenography is a research methodology uniquely designed to uncover the different conceptions held by individuals about a given concept because the main tenet of phenomenography is that any phenomenon can be understood or experienced in a limited number of qualitatively different ways. Thus, the goal of phenomenography is to uncover those different ways of understanding. In recent years, phenomenography has begun to be used to explore the way that students experience the act of learning to program, both from a procedural and object-oriented perspective. However, it has not been used to explore the understanding held by individuals of specific concepts in computing. This paper describes how phenomenography was employed to explore the fundamental computing concepts of conditional and repetition structures. In addition, a discussion will be presented on how the results of this study, along with follow-on studies employing this methodology exploring additional fundamental programming concepts, can lay the groundwork for the development of language and computing environment independent assessment instruments. These instruments are needed for valid assessment and comparison of the pedagogical variations inherent in using the variety of programming languages, environments, and paradigms available today. © 2011 American Society for Engineering Education.}, +document_type={Conference Paper}, +source={Scopus}, +} + +@ARTICLE{Harris2011109, +author={Harris, L.R.}, +title={Phenomenographic perspectives on the structure of conceptions: The origins, purposes, strengths, and limitations of the what/how and referential/structural frameworks}, +journal={Educational Research Review}, +year={2011}, +volume={6}, +number={2}, +pages={109-124}, +note={cited By (since 1996)6}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79957663055&partnerID=40&md5=4317ce8e114bf7e67b80f853b0c2c4e2}, +affiliation={The University of Auckland, Private Bag 92019, Auckland 1142, New Zealand}, +abstract={Phenomenographers have developed two frameworks to enhance the study of conceptions. The first framework creates a distinction between what and how aspects; the second level of this framework also includes the act, direct object, and indirect object. This framework allows the conception to be analysed separately from the actions and intentions related to it. The second framework creates a distinction between referential and structural aspects which allows the parts and contexts of the conception to be identified; its second level includes the internal and external horizons.This article traces the origins of these frameworks and reviews 56 studies that have utilised them, examining similarities and differences in their usage. The review found heterogeneous definitions and usages of these frameworks, often with weak links to theory. It concluded by evaluating the utility of these frameworks, identifying that while they may not be strongly grounded in theory, when clearly defined, they can provide a method to 'think apart' important distinctions within conceptions. © 2011 Elsevier Ltd.}, +author_keywords={Awareness; Conception; Intentionality; Phenomenography; Qualitative methods}, +document_type={Review}, +source={Scopus}, +} + +@ARTICLE{Wilhelmsson2011153, +author={Wilhelmsson, N.a and Dahlgren, L.O.a b and Hult, H.a b and Josephson, A.a }, +title={On the anatomy of understanding}, +journal={Studies in Higher Education}, +year={2011}, +volume={36}, +number={2}, +pages={153-165}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79952508187&partnerID=40&md5=8f5004eae783fdf3b5dd187d10af3938}, +affiliation={Centre for Medical Education, Karolinska Institutet, Stockholm, Sweden; Department of Behavioral Sciences and Learning, Linköping University, Linköping, Sweden}, +abstract={In search for the nature of understanding of basic science in a clinical context, eight medical students were interviewed, with a focus on their view of the discipline of anatomy, in their fourth year of study. Interviews were semistructured and took place just after the students had finished their surgery rotations. Phenomenographic analysis was used to explore how the students took on learning the subject matter. An understanding of anatomy comprising purely anatomical knowledge was found hard to discern in the interviews. The ways of understanding anatomy evolved into four categories: contextualisation, visualisation, selection and anatomical language. The informants developed two qualitatively different forms of understanding, conceptual and perceptual, when approaching the subject from a clinical point of view. Aspects of understanding in relation to the nature of anatomical knowledge are discussed. © 2011Society for Research into Higher Education.}, +author_keywords={Conceptions; Medical education; Phenomenography; Retention; Student learning}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Case2011186, +author={Case, J.M.a b and Light, G.c d }, +title={Emerging methodologies in engineering education research}, +journal={Journal of Engineering Education}, +year={2011}, +volume={100}, +number={1}, +pages={186-210}, +note={cited By (since 1996)38}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79951621792&partnerID=40&md5=d9b0f9e7d2296129867e38a8225c9907}, +affiliation={Department of Chemical Engineering, United States; Faculty of Engineering, Built Environment, University of Cape Town, Private Bag, Rondebosch, 7701, South Africa; Searle Center for Teaching Excellence, United States; School of Education and Social Policy, Northwestern University, 627 Dartmouth Place, Evanston, IL 60208, United States}, +abstract={BACKGROUND: Methodology refers to the theoretical arguments that researchers use in order to justify their research methods and design. There is an extensive range of well established methodologies in the educational research literature of which a growing subset is beginning to be used in engineering education research.PURPOSE: A more explicit engagement with methodologies, particularly those that are only emerging in engineering education research, is important so that engineering education researchers can broaden the set of research questions they are able to address. SCOPE/METHOD: Seven methodologies are outlined and for each an exemplar paper is analyzed in order to demonstrate the methodology in operation and to highlight its particular contribution. The methodologies are: Case Study, Grounded Theory, Ethnography, Action Research, Phenomenography, Discourse Analysis, and Narrative Analysis. It is noted that many of the exemplar papers use some of these methodologies in combination. CONCLUSIONS: The exemplar papers show that collectively these methodologies might allow the research community to be able to better address questions around key engineering education challenges, such as students' responses to innovative pedagogies, diversity issues in engineering, and the changing requirements for engineering graduates in the twenty-first century. © 2011 ASEE.}, +author_keywords={Data collection methods; Research methodologies}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Wellington2010, +author={Wellington, C.A. and Ward, R. and Armstrong, A.}, +title={Work in progress - Using video phenomenography to investigate problem solving skill development in Computer Science I}, +journal={Proceedings - Frontiers in Education Conference, FIE}, +year={2010}, +pages={F1D1-F1D2}, +art_number={5673367}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-78751478817&partnerID=40&md5=ce58d1284da75ef92ec03d3e542c5138}, +affiliation={Shippensburg University, United States}, +abstract={Measuring the maturation of students' problem solving skills in Computer Science I has been a difficult problem, often tackled through assessment exams. These exams generate a snapshot of student progress before and after an entire course, but do not reveal how the students learn from one day to the next. This limited data provides a scant array of tools for assessment and for the development of future courses. We employ a new technique for capturing student development in vivo called Video Phenomenography (VP), which is based on the classic method commonly used in educational psychology and utilizes videos of the students while they are working on a programming problem. Early experiments have shown that this technique can highlight differences in the problem solving strategies of students and provide feedback on the success and pitfalls of a pedagogical strategy. © 2010 IEEE.}, +author_keywords={Assessment; Computer science I; Phenomenography; Problem solving}, +document_type={Conference Paper}, +source={Scopus}, +} + +@CONFERENCE{Adams2010, +author={Adams, J. and Kaczmarczyk, S. and Picton, P. and Demian, P.}, +title={Problem solving and creativity in engineering: Conclusions of a three year project involving Reusable Learning Objects and robots}, +journal={Engineering Education 2010: Inspiring the Next Generation of Engineers, EE 2010}, +year={2010}, +page_count={16}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84857664076&partnerID=40&md5=a8d19088b55230731ae58a88d893848c}, +affiliation={University of Northampton, United Kingdom}, +abstract={The necessity for creative problem solving skills within the sciences and engineering are highlighted in benchmark and policy statements as essential abilities. None of these statements, however, offer any guidance on how these skills might be fostered, let alone assessed. This paper presents findings from the second cycle of an action research project to develop a dedicated creative problem solving module for first year engineering undergraduates. In the module Problem Based Learning (PBL) techniques have been used with Lego Mindstorm NXT robots to develop creative problem solving skills. The focus on the module has been on developing process skills as opposed to the simple methodical solving of routine problems. Process skills have been introduced and mediated by the use of Reusable Learning Objects (RLOs) within a Virtual Learning Environment (VLE). Separate RLOs have also been used to develop skills at using the robots. The action research cycle has been informed by a parallel project involving interviews considering the perceptions of students, academics and professional engineers to creative problem solving. Phenomenography has been used as the main research tool. Student feedback through on-line questionnaires, focus groups, classroom-based observation and interviews indicates that the module, and its means of delivery, has proven successful in improving creative problem solving skills. It also highlights the value of developing process skills within a practical and motivational environment. © 2010 Jonathan Adams, Stefan Kaczmarczyk, Phil Picton, Peter Demian.}, +document_type={Conference Paper}, +source={Scopus}, +} + +@CONFERENCE{Berglund201035, +author={Berglund, A.a and Lister, R.b }, +title={Introductory Programming and the Didactic Triangle}, +journal={Conferences in Research and Practice in Information Technology Series}, +year={2010}, +volume={103}, +pages={35-44}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84872799594&partnerID=40&md5=b006f97739c4aac75e6914ae50ce4f49}, +affiliation={UpCERG, Uppsala Computing Education Research Group, Department of Information Technology, Uppsala University, Uppsala, Sweden; Faculty of Information Technology, University of Technology, Sydney, Sydney, NSW, Australia}, +abstract={In this paper, we use Kansanen's didactic triangle to structure and analyse research on the teaching and learning of programming. Students, teachers and course content are the three entities that form the corners of the didactic triangle. The edges of the triangle represent the relationships between these three entities. We argue that many computing educators and computing education researchers operate from within narrow views of the didactic triangle. For example, computing educators often teach programming based on how they relate to the computer, and not how the students relate to the computer. We conclude that, while research that focuses on the corners of the didactic triangle is sometimes appropriate, there needs to be more research that focuses on the edges of the triangle, and more research that studies the entire didactic triangle. © 2010, Australian Computer Society, Inc.}, +author_keywords={Didactic triangle; Objectoriented programming; Phenomenography}, +document_type={Article}, +source={Scopus}, +} + + + +@ARTICLE{Thota2010103, +author={Thota, N. and Whitfield, R.}, +title={Holistic approach to learning and teaching introductory object-oriented programming}, +journal={Computer Science Education}, +year={2010}, +volume={20}, +number={2}, +pages={103-127}, +note={cited By (since 1996)4}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79959652725&partnerID=40&md5=e1798b515bed81e1ede03f36991d342f}, +affiliation={School of Intelligent Systems and Technology, University of Saint Joseph, Rua de Londres 16 (NAPE), Macau S.A.R., China}, +abstract={This article describes a holistic approach to designing an introductory object-oriented programming course. The design is grounded in constructivism and pedagogy of phenomenography. We use constructive alignment as the framework to align assessments learning and teaching with planned learning outcomes. We plan learning and teaching activities and media with an understanding of variation theory and the ways in which students learn to program. We outline the implementation of the course and discuss the findings from the first cycle of an action research study with a small sample of undergraduate students. An investigation of the preferred (deep/ surface) learning approaches of the students led us to believe that these approaches can be influenced through course design. Personal constructs of the students elicited through the repertory grid technique revealed that rich inventories of learning resources are highly valued. We comment on the transformational processes of the experience of the participants and identify areas for further refinement and investigation in the next action research cycle. © 2010 Taylor \& Francis.}, +author_keywords={Action research; Constructive alignment; Object-oriented programming; Variation theory}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Penn-Edwards2010252, +author={Penn-Edwards, S.}, +title={Computer aided phenomenography: The role of leximancer computer software in phenomenographic investigation}, +journal={Qualitative Report}, +year={2010}, +volume={15}, +number={2}, +pages={252-267}, +note={cited By (since 1996)10}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-77349084411&partnerID=40&md5=32bc746a3a033b995039fc89b08b5f68}, +affiliation={Griffith University, Queensland, Australia}, +abstract={The qualitative research methodology of phenomenography has traditionally required a manual sorting and analysis of interview data. In this paper I explore a potential means of streamlining this procedure by considering a computer aided process not previously reported upon. Two methods of lexicological analysis, manual and automatic, were examined from a phenomenographical perspective and compared. It was found that the computer aided process-Leximancer-was a valid investigative tool for use in phenomenography. Using Leximancer was more efficacious than manual operation; the researcher was able to deal with large amounts of data without bias, identify a broader span of syntactic properties, increase reliability, and facilitate reproducibility. The introduction of a computer aided methodology might also encourage other qualitative researchers to engage with phenomenography. © 2010: Sorrel Penn-Edwards and Nova Southeastern University.}, +author_keywords={Computer data analysis; Leximancer; Phenomenography; Qualitative research methodology}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Ebenezer201025, +author={Ebenezer, J.a and Chacko, S.b and Kaya, O.N.c and Koya, S.K.d and Ebenezer, D.L.e }, +title={The effects of common knowledge construction model sequence of lessons on science achievement and relational conceptual change}, +journal={Journal of Research in Science Teaching}, +year={2010}, +volume={47}, +number={1}, +pages={25-46}, +note={cited By (since 1996)5}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-73949092814&partnerID=40&md5=fb286b9716c7ea32dd7be8e83c188843}, +affiliation={299 College of Education, Wayne State University, Detroit, MI 48202, United States; Spicer Memorial College, Aundh Road, Ganeshkhind, Pune, India; Faculty of Education, Department of Science Education, Firat University, Elazig, Turkey; Department of Biological Science, Wayne State University, Detroit, MI, United States; College of Business, Northern Caribbean University, Mandeville, Jamaica}, +abstract={The purpose of this study was to investigate the effects of the Common Knowledge Construction Model (CKCM) lesson sequence, an intervention based both in conceptual change theory and in Phenomenography, a subset of conceptual change theory. A mixed approach was used to investigate whether this model had a significant effect on 7th grade students' science achievement and conceptual change. The Excretion Unit Achievement Test (EUAT) indicated that students (N=33) in the experimental group achieved significantly higher scores (p<0.001) than students in the control group (N=35) taught by traditional teaching methods. Qualitative analysis of students' pre- and post-teaching conceptions of excretion revealed (1) the addition and deletion of ideas from pre- to post-teaching; (2) the change in the number of students within categories of ideas; (3) the replacement of everyday language with scientific labels; and (4) the difference in the complexity of students' responses from pre- to post-teaching. These findings contribute to the literature on teaching that incorporates students' conceptions and conceptual change. © 2009 Wiley Periodicals, Inc.}, +author_keywords={Conceptions; Excretion; Phenomenography; Relational conceptual change; Science achievement}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Collier-Reed2009339, +author={Collier-Reed, B.I.a and Ingerman, Å.b and Berglund, A.c }, +title={Reflections on trustworthiness in phenomenographic research: Recognising purpose, context and change in the process of research}, +journal={Education as Change}, +year={2009}, +volume={13}, +number={2}, +pages={339-355}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-79960814753&partnerID=40&md5=c6df38ee85b76d0c2164a727a447106e}, +affiliation={Centre for Research in Engineering Education, Faculty of Engineering and the Built Environment, University of Cape Town, Private Bag X3, Rondebosch, 7701, South Africa; University of Gothenburg, Sweden; Uppsala University, Sweden}, +abstract={In interpretive research, trustworthiness has developed to become an important alternative for measuring the value of research and its effects, as well as leading the way in providing for rigour in the research process. The article develops the argument that trustworthiness plays an important role in not only effecting change in a research project's original setting, but also that trustworthy research contributes toward building a body of knowledge that can play an important role in societal change. An essential aspect in the development of this trustworthiness is its relationship to context. To deal with the multiplicity of meanings of context, we distinguish between contexts at different levels of the research project: the domains of the researcher, the collective, and the individual participant. Furthermore, we argue that depending on the primary purpose associated with the collective learning potential, critical potential, or performative potential of phenomenographic research, developing trustworthiness may take different forms and is related to aspects of pedagogical, social and epistemological legitimacy. Trustworthiness in phenomenographic research is further analysed by distinguishing between the internal horizon - the constitution of trustworthiness as it takes place within the research project - and the external horizon, which points to the impact of the phenomenographic project in the world mediated by trustworthiness. © The University of Johannesburg.}, +author_keywords={Context; Credibility; Phenomenography; Transferability; Trustworthiness}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Daly2009, +author={Daly, S.}, +title={The design landscape: A phenomenographic study of design experiences}, +journal={ASEE Annual Conference and Exposition, Conference Proceedings}, +year={2009}, +page_count={19}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-69249168952&partnerID=40&md5=3c36bf9bfc6b5862215dbdb89280de2a}, +affiliation={University of Michigan, United States}, +abstract={Design is central to engineering education and practice. Thus, it is important to investigate aspects of design that can be applied to facilitate engineers in becoming better designers. Designers' experiences impact their views on design, which then impact the ways they approach a design task. Design approach then impacts new experiences, and the cycle continues. To investigate experiences and analyze the results in a way to understand key differences in a broad range of experiences, a particular research method was utilized, that of phenomenography. This paper explores and explains phenomenography as a research method through an example of phenomenography of design experiences. For this study, the outcomes included six qualitatively different ways that design has been experienced. Represented in a hierarchical form, from less comprehensive to more comprehensive, these categories of description included: Design is 1) evidence-based decision-making, 2) organized translation, 3) personal synthesis, 4) intentional progression, 5) directed creative exploration, and 6) freedom. An additional outcome of this study was four themes of expanding awareness, including the role of the problem, the role of ambiguity, the task endpoint, and the task outcome. This paper describes the path from the beginning to the end of a phenomenography, contextualized in a study on design experiences of professionals from diverse disciplines. © American Society for Engineering Education, 2009.}, +author_keywords={Design; Phenomenography; Professional experiences}, +document_type={Conference Paper}, +source={Scopus}, +} + + +@ARTICLE{Berglund2009327, +author={Berglund, A.a and Eckerdal, A.a and Pears, A.a and East, P.b and Kinnunen, P.c and Malmi, L.c and McCartney, R.d and Moström, J.e and Murphy, L.f and Ratcliffe, M.g and Schulte, C.h and Simon, B.i and Stamouli, I.j and Thomas, L.k }, +title={Learning computer science: Perceptions, actions and roles}, +journal={European Journal of Engineering Education}, +year={2009}, +volume={34}, +number={4}, +pages={327-338}, +note={cited By (since 1996)7}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-75249087116&partnerID=40&md5=9047c0f4cd91243c53a792742c038b7c}, +affiliation={Uppsala University, Sweden; University of Northern Iowa, United States; Helsinki University of Technology, Finland; University of Connecticut, United States; Umeå University, Sweden; Pacific Lutheran University, United States; Valtech, London, United Kingdom; Free University Berlin, Germany; University of California, San Diego, United States; Trinity College Dublin, Ireland; University of Wales, United Kingdom}, +abstract={This phenomenographic study opens the classroom door to investigate teachers' experiences of students learning difficult computing topics. Three distinct themes are identified and analysed. Why do students succeed or fail to learn these concepts? What actions do teachers perceive will ameliorate the difficulties facing students? Who is responsible, and for what, in the learning situation? Theoretical work on threshold concepts and conceptual change deals with mechanisms and processes associated with learning difficult material [Meyer, J. and Land, R., 2005. Threshold concepts and troublesome knowledge (2): epistemological considerations and a conceptual framework for teaching and learning. Higher Education, 49 (3), 373-388; Entwistle, N., 2007. Conceptions of learning and the experience of understanding: thresholds, contextual influences, and knowledge objects. In: S. Vosniadou, A. Baltas and X. Vamvakoussi, eds. Re-framing the conceptual change approach in learning and instruction. Amsterdam, The Netherlands: Elsevier, chap. 11]. With this work as a background, we concentrate on the perceptions of teachers. Where do teachers feel that the difficulties lie when studying the troublesome knowledge in computing? Student and teacher-centric views of teaching reported in other literature are also to be seen in our results. The first two categories in the 'what' and 'who' themes are teacher-centric. Higher level categories in all themes show increasingly learner centred conceptions of the instructional role. However, the nature of the categories in the 'why' theme reveals a new dimension dealing with teacher beliefs specific to the nature of troublesome knowledge in computing. A number of prior studies in tertiary teaching concentrate on approaches to teaching [Trigwell, K. and Prosser, M., 2004. Development and use of the approaches to teaching inventory. Educational Psychology Review, 16 (4), 409-424], and attitudes to scholarship of teaching and learning [Ashwin, P. and Trigwell, K., 2004. Investigating educational development. In: Making sense of staff and educational development, 117-131]. Our focus on learning difficult topics extends this work, investigating teacher conceptions of causality in relation to learning difficulties. We argue that teacher conceptions of enabling factors, for learning difficult computing topics, can act to limit the nature and scope of academics' pedagogical responses. Improved awareness of teacher's beliefs regarding student learning difficulties both extends and complements existing efforts to develop a more student-centred computing pedagogy. © 2009 SEFI.}, +author_keywords={Experience of failure; Phenomenography; Student learning difficulties}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Svensson2009205, +author={Svensson, L.a and Anderberg, E.a and Alvegård, C.a and Johansson, T.b }, +title={The use of language in understanding subject matter}, +journal={Instructional Science}, +year={2009}, +volume={37}, +number={3}, +pages={205-225}, +note={cited By (since 1996)5}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-65049088732&partnerID=40&md5=a72d54cad2d550a00aad01ab0a07a2d2}, +affiliation={Department of Education, Lund University, Allhelgona Kyrkogata 14M, Lund, Scania 221 00, Sweden; Department of Philosophy, Uppsala University, Uppsala, Sweden}, +abstract={Empirical results show that frequently the meaning of expressions used by students in expressing their understanding of subject matter does not correspond to the meaning of those expressions in the subject matter theory that the students are expected to learn. There is also often a lack of identity of meaning between the same students' use of the same expression from one use of the expression to another, in very similar contexts. The context gives a specific meaning to any expression. This variation in context and meaning is very central to the phenomena of teaching and learning. In educational research there is a need to differentiate between specific meanings expressed in conceptualizing subject matter, on the one hand, and concepts and meanings seen as parts of cognitive systems and social languages, on the other. The contextual character of the use of language is crucial to the understanding of teaching and learning and needs to be more carefully considered. The article is a discussion of the problem of varying meanings of language expressions in relation to major traditions of research, focusing on meanings and concepts within the field of learning and teaching. © 2007 Springer Science+Business Media B.V.}, +author_keywords={Language; Learning; Phenomenography; Science education; Studies; Thought; Understanding}, +document_type={Article}, +source={Scopus}, +} + + + +@CONFERENCE{Sorva20085, +author={Sorva, J.}, +title={The same but different: Students' understandings of primitive and object variables}, +journal={Koli Calling 2008 - 8th International Conference on Computing Education Research}, +year={2008}, +pages={5-15}, +note={cited By (since 1996)5}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-70450189428&partnerID=40&md5=2db7de46c6b8188be86152a85435cba0}, +affiliation={Department of Computer Science and Engineering, Helsinki University of Technology, Espoo, Finland}, +abstract={From qualitative analysis of student interviews emerged three sets of categories, or outcome spaces, describing introductory students' understandings of variables. One outcome space describes different ways of understanding primitive variables. Another describes different understandings of object variables. The third outcome space describes the relationship between the primitive and object variables, again from the point of view of the student cohort. The results show that learners create various kinds of mental models of programming concepts, and that the concept of variable, which is fundamental to most types of programming, is understood in various non-viable ways. With the help of the outcome spaces, teaching materials and tools can be developed to explicitly address potential pitfalls and highlight educationally critical aspects of variables to students. A software tool, which would engage students to interact with and manipulate a visualization of a notional machine, suggests itself as an intriguing avenue for future work. Copyright 2008 ACM.}, +author_keywords={CS1; Misconceptions; Phenomenography; Students'understandings; Variables}, +document_type={Conference Paper}, +source={Scopus}, +} + +@CONFERENCE{Kwok2008325, +author={Kwok, P.L.Y.}, +title={Broadening Grade 11 students' learning conceptions of web authoring: A phenomenographic approach}, +journal={Proceedings - ICCE 2008: 16th International Conference on Computers in Education}, +year={2008}, +pages={325-332}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84856959247&partnerID=40&md5=d0f693c464f329b9415f5f0000b25bc7}, +affiliation={Logos Academy, Hong Kong, Hong Kong}, +abstract={In this paper, a phenomenographic approach was utilized to create learning spaces in which two groups of 78 Grade 11 students under the guidance of the teacher (the action researcher) learned to do projects on improving information-seeking efficiency of their school web. The projects were the compulsory school-based assessment (SBA) component of an open examination on the Computer and Information Technology (CIT) subject in Hong Kong in the school year 2007-08. Through iterative planning-acting-observing-reflecting cycles of action research in a learning study, the teacher experienced three substantive stages of gaining understanding of student learning conceptions and pedagogical changes on improving efficient information-seeking mechanisms of web authoring. Throughout the process, some learning and teaching conditions varied whilst others were kept invariant to articulate inter-student learning variations and thereby formulate feasible teaching approaches in SBA. In learning dimensions, the students experienced methodological and contextual variations on web authoring skills and web publishing knowledge, whilst in pedagogical dimensions, the teacher experienced variations in assessment means (such as devising assessment rubric descriptors) and made suitable in-step guidance for students to do their ongoing projects. Notably, a new learning space experienced by the teacher was found to deepen understanding of didactical interactions and those critical conditions accounting for individual learning differences.}, +author_keywords={Learning spaces; Phenomenography; Project works; Web authoring}, +document_type={Conference Paper}, +source={Scopus}, +} + +@ARTICLE{Cope2008349, +author={Cope, C. and Staehr, L.}, +title={Improving student learning about a threshold concept in the IS discipline}, +journal={Informing Science}, +year={2008}, +volume={11}, +pages={349-364}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-58149305686&partnerID=40&md5=91444d41595466ab1d23de4cd515aaf9}, +affiliation={Department of Computer Science and Computer Engineering, La Trobe University, Bendigo, Australia}, +abstract={The threshold concepts of a discipline are the portals to a deeper understanding of disciplinary knowledge, form the keys to learning progression, and are typically difficult to explain and learn. The notion of information systems (IS) as social systems is proposed as a threshold concept in the IS discipline. From this perspective IS are considered to be systems of people performing purposeful organizational activity, supported by embedded information technology (IT). Without an understanding of IS as social systems students are unlikely to come to terms with the complex notions underlying the development of IS in business organizations. This paper describes a study that sought to improve undergraduate student learning about IS as social systems. Three learning activities were designed to specifically target key aspects of IS as social systems. Questionnaires were used to categorize 30 students' understanding before and after participating in the learning activities. A statistically significant improvement in students' understanding was identified.}, +author_keywords={Information systems education; Phenomenography; Social systems; Threshold concepts}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Keiny200861, +author={Keiny, S.}, +title={'Conceptual change' as both revolutionary and evolutionary process}, +journal={Teachers and Teaching: Theory and Practice}, +year={2008}, +volume={14}, +number={1}, +pages={61-72}, +note={cited By (since 1996)5}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-63849232728&partnerID=40&md5=08d11d5de47e9081924a438de75f6102}, +affiliation={Ben-Gurion University, Beersheba, Israel}, +abstract={Our argument concerning the debate around the process of 'conceptual change' is that it is both an evolutionary learning process and a revolutionary paradigm change. To gain a deeper understanding of the process, the article focuses on the discourse of educational facilitators participating in a community of learners. Applying the methodology of 'Semiotic Evolution,' the micro-process of learning within the group was traced. Analysis of the interaction between individual learning and group learning within the discourse enabled us to postulate a hypothetical three-stage model of the process. The model indicates that conceptual change is an experiential change rather than a cognitive one, an intentional change of identity, a change of the person's relationship with the world.}, +author_keywords={Community of learners; Dialogical conversation; Intentionality; Phenomenography; Self-organization; Semiotic evolution}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{NoAuthor2008, +title={ICER'08 - Proceedings of the ACM Workshop on International Computing Education Research}, +journal={ICER'08 - Proceedings of the ACM Workshop on International Computing Education Research}, +year={2008}, +page_count={187}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-59249096378&partnerID=40&md5=e6af5f5f5a06091d0e6364ce2871d70b}, +abstract={The proceedings contain 16 papers. The topics discussed include: relationships between reading, tracing and writing skills in introductory programming; evaluating a new exam question: Parsons problems; concrete examples of abstraction as manifested in students' transformative experiences; DCER: sharing empirical computer science education data; block model - an educational model of program comprehension as a tool for a scholarly approach to teaching; classifying computing education papers: process and results; saying isn't necessarily believing: influencing self-theories in computing; a methodology for exploring students' experiences and interaction with large-scale software through role-play and phenomenography; novice software developers, all over again; PeerWise: students sharing their multiple choice questions; and proof by incomplete enumeration and other logical misconceptions.}, +document_type={Conference Review}, +source={Scopus}, +} + +@ARTICLE{Åkerlind2008633, +author={Åkerlind, G.S.}, +title={A phenomenographic approach to developing academics' understanding of the nature of teaching and learning}, +journal={Teaching in Higher Education}, +year={2008}, +volume={13}, +number={6}, +pages={633-644}, +note={cited By (since 1996)16}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-55849092518&partnerID=40&md5=dc5b65d6e75e6c76f54bf5ae421f2993}, +affiliation={The Centre for Educational Development and Academic Methods, The Australian National University, Canberra, ACT, Australia}, +abstract={Phenomenography is best known as an empirical research approach for investigating variation in conceptions of different educational phenomena - including learning, teaching and particular disciplinary concepts such as price in economics and motion in physics. It is less well-known for its theoretical basis, in terms of its epistemological and ontological claims (Marton and Booth 1997), and the variation theory of learning that has developed out of phenomenographic research and theory (Marton and Tsui 2004). This paper discusses what 'conception' and 'conceptual development' mean from a phenomenographic perspective and how phenomenography and variation theory can be combined with empirical research on academics' conceptions of teaching to inform the design of a postgraduate course for academics, aimed at the development of academics' understanding of the nature of teaching and learning.}, +author_keywords={Academic development; Conceptions of teaching; Phenomenography; Teaching development; Variation theory}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Booth2008381, +author={Booth, S.a b }, +title={Learning and teaching engineering mathematics for the knowledge society}, +journal={European Journal of Engineering Education}, +year={2008}, +volume={33}, +number={3}, +pages={381-389}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-47349118507&partnerID=40&md5=c279380e004acdee15062fabbc2333b0}, +affiliation={Learning Lund, Lund University, Lund, Sweden; Wits School of Education, University of the Witwatersrand, Johannesburg, South Africa}, +abstract={This paper addresses the issue of teaching and learning engineering mathematics in order to support a future of life-long learning in the knowledge society, based on a form of understanding that goes beyond facts, theorems and algorithms. Drawing on three research studies, the importance is shown of students' experience of reflection on study, integration of mathematics into other aspects of an educational programme and into the world at large, and autonomy as a learner. Attention is then moved to implications for the processes of teaching, in order to support such understanding as a capability that students take with them from the university to the workplace.}, +author_keywords={Knowledge capability; Knowledge society; Learning; Mathematics; Phenomenography; Teaching}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Anderberg200814, +author={Anderberg, E.a and Svensson, L.a and Alvegård, C.a and Johansson, T.b }, +title={The epistemological role of language use in learning: A phenomenographic intentional-expressive approach}, +journal={Educational Research Review}, +year={2008}, +volume={3}, +number={1}, +pages={14-29}, +note={cited By (since 1996)11}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-41749111145&partnerID=40&md5=6a5101dd7724f2d2f5ac4ece15614e95}, +affiliation={Department of Education, Lund University, Sweden; Department of Philosophy, Uppsala University, Sweden}, +abstract={In research on learning, one of the fundamental questions concerns issues of language and thought. A number of empirical studies have revealed the interplay between understanding of subject matter and meanings of language expressions to be more dynamic and ambiguous than is commonly acknowledged. The aim of this article is to outline an alternative intentional-expressive approach to the interplay between use of language and understanding of subject matter as a contribution to the theoretical development in research on learning. The approach is based on a conception of language that focuses on the function of learners' language use in relation to subject matter in developing and expressing understanding. The learner is seen as an agent, and the focus is on the use of language from the learner's perspective. Four aspects of the relation between learners and subject matter are described and discussed. Conclusions concern the value of this approach as a complement and alternative to the dominant communicative and cognitive approaches to the role of language in learning. © 2007 Elsevier Ltd. All rights reserved.}, +author_keywords={Language; Learning; Meaning; Phenomenography; Understanding}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Vartiainen2008163, +author={Vartiainen, T.}, +title={Student life in computing: A variety of conflicting moral requirements}, +journal={Conferences in Research and Practice in Information Technology Series}, +year={2008}, +volume={78}, +pages={163-169}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84869117258&partnerID=40&md5=ce11e3852372e2f444d0244aef79ddaf}, +affiliation={Turku School of Economics, Pori Unit PO Box 170, FI-28101 Pori, Finland}, +abstract={Moral conflicts are inherent in human life and we try to arrange our societies to avoid the most dilemmatic decision-making situations. Few studies on ethical issues in computing education exist, and this one takes a step forward in filling this gap in knowledge. The study concerns moral conflicts in student life as perceived by information systems (IS) students in a Finnish university. Their perceptions were collected from a given discussion task and a phenomenographical approach was taken in the data analysis. Nine categories were found along two dimensions. On the first dimension the moral conflicts related to choosing the study line, carrying out the study tasks and engaging in extra-mural activities, and the pressures associated with student life. The second dimension revealed the intentions behind the conflicts: moral conflicts were reflected through self-concern, maintaining relations, and upholding society. Implications for research and practice are suggested. © 2008, Australian Computer Society, Inc.}, +author_keywords={Moral conflicts; Phenomenography; Student life}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Berglund200821, +author={Berglund, A. and Wiggberg, M.}, +title={Students learn CS in different ways: Insights from an empirical study}, +journal={Conferences in Research and Practice in Information Technology Series}, +year={2008}, +volume={78}, +pages={21-26}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84869134139&partnerID=40&md5=03056ce34bfc5c5907537bf41c8aee6f}, +affiliation={UpCERG, Uppsala Computing Education Research Group, Department of Information Technology, Uppsala University, Uppsala, Sweden}, +abstract={This empirical study demonstrates that students' learning of computer science takes place in qualitatively different ways. The results consist of categories, where each category describes a certain way in which the students approach their learning. The paper demonstrates that some of the ways of tackling learning do better than others in producing a good learning outcome, and that they should therefore be encouraged. The data underlying these results were collected through interviews with third and fourth year students in two countries, and were analysed using a phenomenographic research approach.}, +author_keywords={Computer science education research; Phenomenography; The act of learning}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Lister200797, +author={Lister, R.a and Berglund, A.b and Box, I.a and Cope, C.c and Pears, A.b and Avram, C.f and Bower, M.d and Carbone, A.f and Davey, B.i and de Raadt, M.e and Doyle, B.a and Fitzgerald, S.g and Mannila, L.h and Kutay, C.i and Peltomäki, M.j and Sheard, J.f and Simonk and Sutton, K.l and Traynor, D.m and Tutty, J.n and Venables, A.o }, +title={Differing ways that computing academics understand teaching}, +journal={Conferences in Research and Practice in Information Technology Series}, +year={2007}, +volume={66}, +pages={97-106}, +note={cited By (since 1996)0}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84869143615&partnerID=40&md5=33028983cd2510087b451670eebc4332}, +affiliation={Faculty of IT, Uni of Technology, Sydney, Australia; Dept of Information Technology, Uppsala University, Sweden; Dept of Computer Science, Trobe University, Australia; Faculty of Information Technology, Monash University, Australia; Department of Computing, Macquarie University, Australia; School of Business Inf Tech, Royal Melbourne Inst of Tech, Australia; Faculty of Sciences, University of Southern Queensland, Australia; Info and Comp Sci, Metropolitan State University, St. Paul, MN, United States; Turku Centre for Computer Science, Turku, Finland; School of Comp Sc and Eng, Uni of New South Wales, Australia; School of Design, Communication and IT, University of Newcastle, Australia; Southern Institute of Technology Invercargill, Southland, New Zealand; Department of Computer Science, NUI Maynooth, Co Kildare, Ireland; School of Information Technology, Charles Darwin University, Australia; Victoria University, Melbourne City, Australia}, +abstract={This paper presents first results from a wide-ranging phenomenographic study of computing academics' understanding of teaching. These first results focus upon four areas: the role of lab practical sessions, the experience of teaching success, conceptions of motivating and engaging students, and the granularity of the teacher's focus. The findings are comparable with prior work on the understandings of academics in other disciplines. This study was started as part of a workshop on phenomenography. Most participants at the workshop received their first training in phenomenography. This paper summarises the structure of the workshop. © 2007, Australian Computer Society, Inc.}, +author_keywords={Computing education; Conceptions of teaching; Phenomenography}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Kinnunen200761, +author={Kinnunen, P.a and McCartney, R.b and Murphy, L.c and Thomas, L.d }, +title={Through the eyes of instructors: A phenomenographic investigation of student success}, +journal={Third International Computing Education Research Workshop, ICER'07}, +year={2007}, +pages={61-72}, +note={cited By (since 1996)13}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-38849122604&partnerID=40&md5=12162c3477265e15b609a781d5d22b7b}, +affiliation={Laboratory for Software Technology, Helsinki University of Technology, Helsinki, Finland; Dept. of Computer Science and Engineering, University of Connecticut, Storrs, CT 06269, United States; Dept. of Computer Science and Computer Engineering, Pacific Lutheran University, Tacoma, WA, United States; Department of Computer Science, University of Wales, Aberystwyth, Wales, United Kingdom}, +abstract={In this paper we present a phenomenographic analysis of computer science instructors' perceptions of student success. The factors instructors believe influence student success fell into five categories which were related to: 1) the subject being taught, 2) intrinsic characteristics of the student, 3) student background, 4) student attitudes and behaviour and 5) instructor influence on student development. These categories provide insights not only into how instructors perceive students, but also how they perceive their own roles in the learning process. We found significant overlap between these qualitative results, obtained through analysis of semi-structured interviews, and the vast body of quantitative research on factors predicting student success. Studying faculty rather than students provides an alternative way to examine these questions, and using qualitative methods may provide a richer understanding of student success factors. Copyright 2007 ACM.}, +author_keywords={Instructor perceptions; Phenomenography; Qualitative analysis; Student performance}, +document_type={Conference Paper}, +source={Scopus}, +} + +@ARTICLE{Greasley2007819, +author={Greasley, K.a c and Ashworth, P.b }, +title={The phenomenology of 'approach to studying': The university student's studies within the lifeworld}, +journal={British Educational Research Journal}, +year={2007}, +volume={33}, +number={6}, +pages={819-843}, +note={cited By (since 1996)15}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-36249004800&partnerID=40&md5=1585c6eca83151418705cef1b11e519a}, +affiliation={University of Warwick, United Kingdom; Sheffield Hallam University, United Kingdom; Warwick Medical School, University of Warwick, Gibbet Hill Road, Coventry, CV4 7AL, United Kingdom}, +abstract={The Approaches to Studying Inventory (ASI) was based on qualitative research by Marton and Slj, which established 'surface' and 'deep' approaches to study. This article attempts a new qualitative explication of the meanings of study. A heuristic due to Husserl is employed which distinguishes between the 'noema', the subjective object of awareness, and the 'noesis', the manner of mental activity in which the object is grasped. It is argued that previous work on approaches to learning focused exclusively on the noesis. In-depth interviews with university students show that approaches to studying, in their full meaning within the student lifeworld, are much richer than can be encapsulated by noetic descriptions of 'depth' or 'superficiality', even when elaborated as in later versions of the ASI or in phenomenography.}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Dahlin2007327, +author={Dahlin, B.}, +title={Enriching the theoretical horizons of phenomenography, variation theory and learning studies}, +journal={Scandinavian Journal of Educational Research}, +year={2007}, +volume={51}, +number={4}, +pages={327-346}, +note={cited By (since 1996)2}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-34547776385&partnerID=40&md5=c2855968fd70e91db0dde238a4da0a39}, +affiliation={Karlstad University, Karlstad, Sweden}, +abstract={The aim of this article is to introduce some theoretical frameworks which may develop the research going on within phenomenography and variation theory. Central concepts from the epistemological and cognitive theories of Charles S. Peirce, Niklas Luhmann and Margaret Boden are presented and their implications for phenomenography and variation theory are discussed. Peirce's concept of the semiotic triad clarifies the interrelations of conceptions, their linguistic expressions and their meanings or referents. Luhmann's concepts of primary and secondary distinctions point out an implicit hierarchy of dimensions of variation. Boden's notion of conceptual spaces as grounds for explorative and transformative creativity points to the relevance and value of becoming familiar with the conceptional spaces of the outcomes of phenomenographic studies. Finally, I point to the possibility of including the notion of a "hidden curriculum" of the discipline as an implicit dimension of variation in classroom studies based on variation theory.}, +author_keywords={Creativity; Hidden curriculum of the discipline; Phenomenography; Semiotics}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Simon2007215, +author={Simona and de Raadt, M.b and Venables, A.c }, +title={Variation in approaches to lab practical classes among computing academics}, +journal={Informatics in Education}, +year={2007}, +volume={6}, +number={1}, +pages={215-230}, +note={cited By (since 1996)2}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-34249081410&partnerID=40&md5=597bfd147bd5a8f0d95bb03504bd84d6}, +affiliation={School of Design Communication and Information Technology, University of Newcastle, PO Box 127, Ourimbah, NSW 2258, Australia; Department of Mathematics and Computing, University of Southern Queensland, Toowoomba, QLD 4350, Australia; School of Computer Science and Mathematics, Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia}, +abstract={As part of a wide-ranging phenomenographic study of computing teachers, we explored their varying understandings of the lab practical class and discovered four distinct categories of description of lab practicals. We consider which of these categories appear comparable with non-lecture classes in other disciplines, and which appear distinctive to computing. An awareness of this range of approaches to conducting practical lab classes will better enable academics to consider which is best suited to their own purposes when designing courses. © 2007 Institute of Mathematics and Informatics, Vilnius.}, +author_keywords={Computing education; Lab practical class; Phenomenography}, +document_type={Article}, +source={Scopus}, +} + + diff --git a/FromGithubForProposalText/scopus201402281532.bib b/FromGithubForProposalText/scopus201402281532.bib new file mode 100644 index 0000000..f897b04 --- /dev/null +++ b/FromGithubForProposalText/scopus201402281532.bib @@ -0,0 +1,188 @@ + + + +@CONFERENCE{Kutay2006125, +author={Kutay, C.a b and Lister, R.c }, +title={Up close and pedagogical: Computing academics talk about teaching}, +journal={Conferences in Research and Practice in Information Technology Series}, +year={2006}, +volume={52}, +pages={125-134}, +note={cited By (since 1996)3}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-84869057922&partnerID=40&md5=6109aaf1967457791cd311998c97a329}, +affiliation={School of Computer Science and Engineering, The University of New South Wales, Australia; National ICT Australia, Australasian Technology Park, Redfern, Australia; Faculty of Information Technology, University of Technology Sydney, Australia}, +abstract={This paper describes and enacts a process for bootstrapping a more systematic discussion of computing education within a school of computing at a researchintensive Australasian university. Thus far, the project has gone through three stages. In the first stage, some academics were interviewed about their approach to teaching. In the second stage, selected anonymous quotes from the interviews were presented and discussed by other interested members of the school at workshops. In the final stage, selected anonymous quotes from the interviews and workshops were placed on a web-based survey, to which interested members of the school responded. These forms of data will be used to drive further stages of debate within the school. The theoretical underpinnings of this project are Wenger's concept of a community of practice, phenomenography, and socially constructivism. The aim is not to instruct the academics in any "right way" to teach. Instead, the aim is to facilitate debate, where the teachers identify the problems, and in finding the solutions they construct their own "pedagogic reality". As facilitators of this process, the authors of this paper highlighted dialectically opposed views in quotes from the teachers, and then allow the teachers to synthesise those views into a more sophisticated view. Our ultimate project aim is to grow a teaching community that balances reified theories of teaching and learning with participation in a community of practice. © 2006, Australian Computer Society, Inc.}, +author_keywords={Communities of practise; Phenomenography; Social constructivist learning}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Stamouli2006109, +author={Stamouli, I. and Huggard, M.}, +title={Object oriented programming and program correctness: The students' perspective}, +journal={ICER 2006 - Proceedings of the 2nd International Computing Education Research Workshop}, +year={2006}, +volume={2006}, +pages={109-118}, +note={cited By (since 1996)7}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-34247357007&partnerID=40&md5=2fbcfcd28549c22d8cd2bf102e6c39e8}, +affiliation={Department of Computer Science, Trinity College, University of Dublin, Dublin 2, Ireland}, +abstract={Many Computer Science and Engineering curricula contain core modules on computer programming and programming languages. An increasing number of institutions choose to introduce undergraduates to programming through object oriented languages. As part of a longitudinal phenomenographic study we have set out to investigate the understanding of programming concepts that first year undergraduate students have when learning to program and think in the object oriented paradigm. The conceptions that students have developed on what learning to program really means and their perception of program correctness are explored; providing an insight into the levels of abstraction and complexity of the learners' understanding. Our findings suggest that the way students experience learning to program is related to their perception of what constitutes program correctness. Copyright 2006 ACM.}, +author_keywords={Learning to program; Object oriented programming; Phenomenography; Program correctness}, +document_type={Conference Paper}, +source={Scopus}, +} + + + + + +@ARTICLE{Runesson2006397, +author={Runesson, U.}, +title={What is it possible to learn? On variation as a necessary condition for learning}, +journal={Scandinavian Journal of Educational Research}, +year={2006}, +volume={50}, +number={4}, +pages={397-410}, +note={cited By (since 1996)24}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33749865803&partnerID=40&md5=fce153ee2cb5a81274462fe169482b36}, +affiliation={Göteborg University, Göteborg, Sweden}, +abstract={A recent development of phenomenography, variation theory, is illustrated using a video recorded case of learning. From a variation theory perspective, to learn is to be aware of critical aspects of what is learned. The way we experience or understand something depends on what aspects we are aware of and can discern simultaneously. The possibility for the learner to discern and focus on these aspects is critical for learning. But we can only discern an aspect if we experience a variation in that aspect. Thus the possibility of experiencing variation in critical aspects is a necessary condition for learning. Variation theory is proposed to be a powerful means for describing and revealing conditions critical for learning in a pedagogical setting.}, +author_keywords={Awareness; Experience; Learning conditions; Variation theory}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Reid2005567, +author={Reid, A. and Wood, L.N. and Smith, G.H. and Petocz, P.}, +title={Intention, approach and outcome: University mathematics students' conceptions of learning mathematics}, +journal={International Journal of Science and Mathematics Education}, +year={2005}, +volume={3}, +number={4}, +pages={567-586}, +note={cited By (since 1996)18}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-29644446864&partnerID=40&md5=1839d4df6f846853d56f3a5ca9eb61e6}, +affiliation={Department of Statistics, Macquarie University, Herring Road, North Ryde, NSW 2109, Australia}, +abstract={In this paper, we describe and investigate three aspects of learning mathematics: intention, approach and outcome. These aspects have emerged from interviews with students where their experience of learning mathematics, their understanding of mathematics as a discipline field, and their perception of work as a mathematician were the objects of study. We focus here on the complex nature of the students' intentions for learning, approaches to learning and outcomes of learning. We present a theoretical model based on our research findings, aiming to build on and expand earlier descriptions of students' learning approaches, such as the surface and deep approach of Marton and Saljo (1976) and the 3P model of Biggs (1999). © National Science Council, Taiwan 2005.}, +author_keywords={Approach; Conceptions; Intention; Learning mathematics; Outcome; Phenomenography; Professional skills}, +document_type={Article}, +source={Scopus}, +} + +@CONFERENCE{Lister200492, +author={Lister, R.a and Box, I.b and Morrison, B.c and Tenenberg, J.d and Westbrook, D.S.e }, +title={The dimensions of variation in the teaching of data structures}, +journal={Proceedings of the 9th Annual SIGCSE Conference on Innovation and Technology in Computer Science Education}, +year={2004}, +pages={92-96}, +note={cited By (since 1996)10}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-10044222071&partnerID=40&md5=e9c6835f8b85b0e9890d37fe3e19c0e7}, +affiliation={University of Technology, Sydney Fac. of Info. Technology, Sydney, NSW 2007, Australia; University of Western Sydney, School of Computing and IT, Penrith, NSW 1797, Australia; S. Polytechnic State University, Sch. of Comp. and Software Eng., Marietta, GA 30060, United States; University of Washington, Tacoma Institute of Technology, 1900 Commerce St., Tacoma, WA 98402-3100, United States; University of Arizona, Department of Computer Science, Tucson, AZ 85721, United States}, +abstract={The current debate about the teaching of data structures is hampered because, as a community, we usually debate specifics about data structure implementations and libraries, when the real level of disagreement remains implicit - the intent behind our teaching. This paper presents a phenomenographic study of the intent of CS educators for teaching data structures in CS2. Based on interviews with Computer Science educators and analysis of CS literature, we identified five categories of intent: developing transferable thinking, improving students' programming skills, knowing "what's under the hood", knowledge of software libraries, and component thinking. The CS community needs to first debate at the level of these categories before moving to more specific issues. This study also serves as an example of how phenomenographic analysis can be used to inform debate on syllabus design in general.}, +author_keywords={CS2; Data structures; Introductory programming; Java Collections Framework; Phenomenography; STL}, +document_type={Conference Paper}, +source={Scopus}, +} + + + +@CONFERENCE{Ben-Ari2004230, +author={Ben-Ari, M.a and Berglund, A.b and Booth, S.c and Holmboe, C.d }, +title={What do we mean by theoretically sound research in computer science education?}, +journal={SIGCSE Bulletin (Association for Computing Machinery, Special Interest Group on Computer Science Education)}, +year={2004}, +volume={36}, +number={3}, +pages={230-231}, +note={cited By (since 1996)2}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-33646824131&partnerID=40&md5=d827415d1b6e34df0700d5d0a7fbd9f4}, +affiliation={Department of Science Teaching, Welzmann Institute of Science, Rehovot, Israel; Department of Information Technology, Uppsala University, Uppsala, Sweden; Department of Education, Lund University, Lund, Sweden; Dept. of Informatics, University of Oslo, Oslo, Norway}, +abstract={With our interest to improve our education in computer science, an understanding of how students learn about CS concepts, how different concepts are understood, as well as the conditions for learning, become important issues. A better understanding of our students and their learning gives us a strong tool in our efforts to develop teaching. There is an increasing awareness of the usefulness of theoretically sound research approaches: it opens for generalisations of results, it invites comparison between researchers, methods and results, and at the same time it makes the limits of the research visible. As examples on initiatives that have lately been taken to promote a conscious use of relevant research approaches, can be mentioned the bootstrapping project [13], the special issue on import and export of Computer Science Education (to appear), as well as papers offering overviews of the current use of certain approaches ([4], [8]) and attempts to verbalize models for a successful research process ([5], [6], [12]). These initiatives do not advocate the primacy of a certain approach over others. This openness is well-grounded, since "a particular approach offers certain perspectives on a research question, and, in this way, enables the researcher to study [these] aspects of learning, while other aspects, that are not in focus using the selected approach, become unclear or 'blurred'" (Berglund, submitted for review). Thus, the selection an approach is closely intertwined with the research question under investigation. In this panel, the theoretical foundations for four different research approaches will be described, and examples of research performed within each of these approaches will be given. The examples will serve to illuminate which kinds of results that can be offered by a particular approach, and thereby illustrate its use.}, +author_keywords={Action research; Cognitive theories; Computer science education; Phenomenography; Research approaches; Socio-cultural research perspective}, +document_type={Conference Paper}, +source={Scopus}, +} + +@CONFERENCE{Berglund2003, +author={Berglund, A.}, +title={What is good teaching of computer networks?}, +journal={Proceedings - Frontiers in Education Conference}, +year={2003}, +volume={3}, +pages={S2D13-S2D18}, +note={cited By (since 1996)1}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-1642438089&partnerID=40&md5=e39017f668c60eb1d14332bb6b6c28ad}, +affiliation={Uppsala University, Dept. of Information Technology, P. O. Box 337, SE - 751 05 Uppsala, Sweden}, +abstract={In this paper it is argued, based on theoretical as well as empirical grounds, that a university teacher in computer networks can improve students' learning by being aware of the different ways in which the students understand the concepts that he or she teaches, The distinct, qualitatively different, ways, in which students understand the network protocol TCP (Transmission Control Protocol), have been revealed in a research project, performed with a phenomenographic qualitative approach. The perceptions of TCP held among the students have been evaluated, based on situational appropriateness and richness. The results indicate that all the ways in which TCP is understood in the group are relevant during different phases of a software development project, and with different tasks at hand. Thus, a teacher should encourage students to understand what he or she teaches in different ways and should help them to choose in a relevant way between these perceptions. These results are also related to current research into students' learning, which clearly demonstrate that teaching, based on results of this type, promotes better understanding.}, +author_keywords={Computer networks; Computer science education; Phenomenography; Teaching methods}, +document_type={Conference Paper}, +source={Scopus}, +} + +@ARTICLE{Roberts2003127, +author={Roberts, G.}, +title={Teaching using the Web: Conceptions and approaches from a phenomenographic perspective}, +journal={Instructional Science}, +year={2003}, +volume={31}, +number={1-2}, +pages={127-150}, +note={cited By (since 1996)26}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0037214688&partnerID=40&md5=5b02ce0328c04a7aee21ed8a8d9b8309}, +affiliation={Division of Marketing, Glasgow Caledonian University, 141 St Andrew House, West Nile Street, Glasgow G1 2RN, United Kingdom}, +abstract={Research undertaken in 2000-2001 in one modern Scottish university shows that most current university teachers' conceptions of and approaches to using the Web for learning and teaching are far removed from the concept of 'networked learning'. The argument is made that university teachers' preferred approaches to teaching and learning are informed by their conceptions of teaching and learning. If approaches to using the Web are to move closer to definitions of networked learning, teachers' conceptions need to develop from instructivist, information transmission mode to constructivist, learning facilitation mode. The role of experience and contextual factors are discussed in achieving the development of conceptions and networked learning.}, +author_keywords={Approaches to teaching; Conceptions of teaching; Networked learning; Phenomenography; Teaching using the Web}, +document_type={Conference Paper}, +source={Scopus}, +} + +@ARTICLE{Anderberg200089, +author={Anderberg, E.}, +title={Word meaning and conceptions. An empirical study of relationships between students' thinking and use of language when reasoning about a problem}, +journal={Instructional Science}, +year={2000}, +volume={28}, +number={2}, +pages={89-113}, +note={cited By (since 1996)13}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0034424343&partnerID=40&md5=c5d7ee8c4f86d9e6a86cc103610f181d}, +affiliation={Department of Education, Box 199, Lund University, 221 00 Lund, Sweden}, +abstract={In considering students' thinking, the phenomenographic tradition has paid considerable attention to conceptions of various phenomena within the context of learning. However, this research has not explicitly examined the relation between words used and their meaning in the processes of understanding and learning. The present study concerns the character of the relationships between verbal expressions and thoughts about phenomena referred to. In order to understand these relationships more fully, an empirical study was carried out. Twenty-seven students from two institutes of higher education, a college of health science and a college of education, participated. Qualitative interviews were used to both stimulate students' thinking about the conceptions they expressed of a particular problem and to document their thinking. Contextual analysis was used to examine this data. The results of the analysis are presented in three related descriptive categories. The categories represent three different aspects of relationships between words used and thoughts about phenomena referred to and three different developments of these relationships. Finally, conclusions are drawn and are discussed in relation to research on understanding and learning and two major traditions in the philosophy of language.}, +author_keywords={Conceptions; Language meaning; Language usage; Learning processes; Phenomenography; Self-reflection}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Ashworth2000295, +author={Ashworth, P. and Lucas, U.}, +title={Achieving Empathy and Engagement: A practical approach to the design, conduct and reporting of phenomenographic research}, +journal={Studies in Higher Education}, +year={2000}, +volume={25}, +number={3}, +pages={295-308}, +note={cited By (since 1996)56}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-0347371727&partnerID=40&md5=07f7b11e81d462d97a37138b815a0594}, +affiliation={Learning and Teaching Institute, Sheffield Hallam University, Sheffield S1 2WB, United Kingdom}, +abstract={Phenomenography is a methodology which has been quietly influential in research on higher education, having been the basis of many studies of approaches to learning and student understandings of a wide range of concepts in a variety of disciplines. There is a need to clarify important aspects of the methodology so that it can be used with increasing effectiveness. This article seeks to contribute to the discussion and clarification of the phenomenographic research approach in two ways. Firstly, it is argued that phenomenography would benefit from a more rigorous consideration of how to engage with the student's lived experience. Secondly, drawing on that discussion, the article sets out a series of guidelines for the conduct of phenomenographic research, and demonstrates how these might be achieved in practice by drawing on the experience of two higher education research studies: one into students' experiences of cheating and the other into lecturers' and students' experiences of the teaching and learning of accounting.}, +document_type={Article}, +source={Scopus}, +} + +@ARTICLE{Webb1997195, +author={Webb, G.}, +title={Deconstructing deep and surface: Towards a critique of phenomenography}, +journal={Higher Education}, +year={1997}, +volume={33}, +number={2}, +pages={195-212}, +note={cited By (since 1996)55}, +url={http://www.scopus.com/inward/record.url?eid=2-s2.0-21744445038&partnerID=40&md5=53e4438513bc01ee874401862a72bf09}, +affiliation={Higher Education Development Centre, University of Otago, Dunedin, New Zealand}, +abstract={The notion of 'deep' and 'surface' approaches to learning is critiqued along with phenomenography, the associated methodology and theory of knowledge. A number of reasons are suggested to explain why the deep/surface notion has attained what is tantamount to foundational status within higher education research, practice and development. These include its ability to both cohere with the past while at the same time enabling a new generation of researchers to rise within the discourse; the contemporaneous growth of educational development centres and staff developers within higher education institutions; the simplicity, universality and power of the metaphor. Some elements of a critique of phenomenography are suggested following both postmodern and philosophy of science objections regarding the observational and interpretive neutrality of the researcher. These point to the importance of the understandings of researchers in the construction of results. It is also suggested that the 'qualitative' nature of the research is undeveloped and does not exhibit the hermeneutical values usually associated with 'human' as opposed to positivist science. The idea of deconstruction is then introduced and the deep/surface metaphor discussed in terms of the post-structural critique of binaries. Finally, the question of power within the higher education development discourse is raised. © 1997 Kluwer Academic Publishers.}, +document_type={Article}, +source={Scopus}, +} diff --git a/FromGithubForProposalText/somewherelse.tex b/FromGithubForProposalText/somewherelse.tex new file mode 100644 index 0000000..21ba0bb --- /dev/null +++ b/FromGithubForProposalText/somewherelse.tex @@ -0,0 +1,387 @@ +%I'm going to need about 45 minutes of something to talk about. +%maybe three things, 15 minutes each? +%or 4 things, 10 minutes each? +%review of methodology for qualitative research - data selection, verification and validation? +%adapt the Merriam guidance about what should be in +% Petre and whomever, quality qualitative research for CSEd +%one thing maybe is discussing relevant literature +%The Koli paper is one - this is interviews on math induction and recursion +%the 2500 homeworks is one - this is range of ability on proving earlier and later in class +%maybe an example of qualitative inductive analysis +%\bibliographystyle{alpha} +%\bibliography{lit} + + +%maybe this should be elsewhere +Because we always wish to improve our teaching, we are interested to know what intervention is likely to improve the outcome of our teaching efforts. +Because students can receive teaching differently, forming different conceptions, we wish to know how to present the concepts to emphasize those factors that seem to be most critical for leading the students into the desired conceptions. +As stated by Bussey et al.~\cite[page 11]{bussey2013variation}, ``it is not enough to +be aware of individual features at discrete moments in time. Learners must be simultaneously aware of multiple critical features of a concept.'' + +Phenomenography attends particularly to reception and conceptualization by the students of the information we, as teachers, present. +By conceptualization as studied by Marton and Booth~\cite[page 101]{marton1997learning}, we mean the aspects of the phenomenon and the relationships between them that are discerned and simultaneously present in the individual's focal awareness define the individual's way of experiencing the phenomenon''. +Insight into the varieties of conceptualization by students, as can be obtained through the methods applied in phenomenography, can guide us towards more efficient and effective ways to advance students' understanding. +As stated in Hella and Wright~\cite[page 58]{hella2009learning}, ``the focus is not on individual students, but on the variations in understanding across groups of students as a whole''. +%/maybe this should be elsewhere + +We wish students to be able to convince themselves, and others, correctly, that their algorithms and implementations meet specifications. +Requirements, as for security (quality of protection by encipherment), or for timeliness, must be met. +Software must meet these requirements in a way that can be convincingly demonstrated. +Thus we aim to prepare our students to be capable to perform these convincing demonstrations. +Proofs are useful for addressing this need. +Developers will need to be able to create these requirement specific convincing arguments. +Developers will need to know how to address the specific proposition, whose truth value they are trying to establish. +Plans for proofs can be very helpful.(\cite{sipser}) +Developers, to create these proofs, will need to know some valid forms to try. +For efficiency, it would be helpful if developers recognized the fitness of a valid form for a given situation. +These situations are often complicated. +When the corresponding proofs are also complicated, creators of proofs need to know how to plan and build a valid argument from component parts. + + + +Valid forms convey validity to the arguments in which they are used. +We want to know whether students can extract a form from an argument, and test the validity of that form. + +It is satisfying to know why something is true. +When safety critical software is being built, there can be a moral imperative that we know why something, such as the accuracy or resource consumption of software is correctly assessed. +In mathematical domains of discourse, proofs are our means of knowing. +We want to be able to convey the understanding of proofs, and this role of proofs, to our students. +An approach to process improvement suggests that to improve a process, as of teaching, we +measure how well we are doing, attempt perturbations, and measure whether the perturbations are accompanied by improvement. +The effectiveness of this paradigm depends to some extent on our ability to infer causality, to control for other possibly relevant factors. We are inspired by this technique. +To discover how well the curriculum currently develops understanding of and facility with proof, we prepared some questions. +The choice of questions was informed by conversations with students, often within studies approved by the Institutional Review Board. + +We seek answers to the following:\\ +\begin{enumerate} +\item What do students regard as convincing arguments? +\item Do students regard proofs as convincing arguments? +\item What do students recall about proofs from the discrete structures course? +\item How do students see any relation between proof by induction and recursive algorithms? +\item What's difficult in data structures, and do students find proof-inspired explanations helpful with these difficulties? +\item What do students think of proofs in the introduction to theory of computing course? +\item What's difficult about the pumping lemmas, and do students find pseudocode-inspired explanations helpful with these difficulties? +\item If students wanted to prove the resource utilization afforded by a specific data structure, how would they attempt that? +\item If students wanted to prove the correctness of an algorithm, how would they attempt that? +\end{enumerate} + +%It was subsequently extended to variation theory, which studies how different related teaching interventions can be combined to transmit information to students such that collection of resulting student understandings is more precise. + +Hella and Wright~\cite{hella2009learning} state ``In terms of students' perspectives, the teacher must establish awareness of the content and structure of students' pre-understandings of the object of study; here the phenomenographic approach has a valuable role to play in making such information available to the teacher. +In terms of the curriculum, it is important to identify those critical aspects of the object of study that experts in the field, and society as a whole, believe students ought to experience if their understanding is to expand and develop.'' + +Moreover, phenomenography has been successful, when used by Dr. Anna Eckerdal, in elucidating ``aspects of learning computer science that are critical from the students' perspective''~\cite{oai:DiVA.org:uu-9551}. + +Nevertheless, progress in the sophistication of the proof techniques, +as in the ability to combine multiple techniques in the architecture of a proof plan, +was hoped for, and +overlap in the findings from the courses would have been welcome. + + included narrations differing in degree of detail in which they described the reasoning by Cook and Levin. +A related category differs from narrative description because orderly reasoning was demonstrated. +This difference could be stated as a property of a sufficient answer: +"To be complete and correct, the answer must include the premise, the argument and the conclusion." + + +\subsection{Earlier Material} +In phenomenography, results are the range of conceptualizations, the clustering of conceptualizations, which produces categories, and the ordering of categories to identify adjacent categories, from which critical aspects can be extracted. +I will be discussing the range of conceptualizations of proof by induction, especially as it relates to the understanding of why recursive data structures support recursive algorithms and the applicability of proofs of correctness and resource utilization to recursive algorithms operating upon recursive data structures. +%first give quotes + +\subsubsection{Proofs by Induction and Recursion} + +%MCC explain what students are expected to do +At the University of Connecticut, several different textbooks have been used recently to teach proof by induction. +To illustrate the material taught, Devlin's book~\cite[page 61]{devlinintro} explains:\\ +\begin{quote} +\textsc{method of proof by mathematical induction.} To prove a statement of the form +\[ +(\forall n \in \mathcal{N})A(n) +\] +by induction, you verify the following two statements: + +\begin{itemize} +\item $A(1)$ (Initial step) +\item $(\forall n \in \mathcal{N})[A(n) \implies A(n+1)]$ (Induction step) +\end{itemize} +\end{quote} + +This is followed by a generalization, so that the initial step is replaced by $A(n_0)$, and the induction step is replaced by +$(\forall n \in \mathcal{N}, \geq n_0)[A(n) \implies A(n+1)]$. + +The quotation and generalization above do not mention, though Professor Devlin does, why proving both of the steps is sufficient to prove the original statement. We want the students to understand why this combination of two proofs forms a convincing argument of the original statement. + +Most of the students interviewed felt that the discrete systems course and the data structures course were generally difficult, that is, for many of the students. Several used the term ``weed-out'' course. + +The discrete systems course includes proofs, but it is not clear that the students at this level are habituated to logical reasoning, especially as they do not appreciate the significance of careful wording in definitions. + +Not all of our students agree that proofs are convincing arguments, and among those who do agree, not all are sure what constitutes a convincing argument. +Some claim to rely on the authority of a grader or instructor to tell them whether their proof attempts have been successful. +Some students taking the introduction to the theory of computing were asked whether a lecture just seen had contained any proofs, and replied in the negative, explaining that neither ``Proof'' nor ``QED'' had appeared. +On further questioning as to whether the conclusions presented were established reliably, the students agreed yes, they had certainly been reached by convincing arguments. + +Some students taking the introduction to the theory of computing were not aware that an example does not in all cases provide a sufficient argument, claiming that a single example had been used, when the notation described a range. The idea of a counterexample disproving a statement with a universal quantifier is readily accepted; the idea of generic particular example (one that has no special properties) is not well understood. Instead, this idea is abused. A representative student quote about examples is shown in Figure~\ref{defExample}. +\begin{figure} +\centering +\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} +``I try to listen, you know, most students just tune out, when definitions are given, but what I really like are examples.'' +\end{minipage}} +\caption{Student Quotation illustrating definitions).}\label{defExample} +\end{figure} +Consistent with this unfortunately relaxed notion about definitions, students feel they can compose their own definitions for concepts treated in class, rather than attend to the specifics in the definitions accepted by the mathematical community. A student quote reflecting this is shown in Figure~\ref{defGood}. + +\begin{figure} +\centering +\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} +``A lot of students don't get it about definitions; for a time I didn't either. Now that I do, I love the specificity of mathematical language, its careful definitions; you can build things with that kind of language, really complicated things. When I discovered the clarity of mathematical language, that's when I decided to become a dual major, and study math.'' +\end{minipage}} +\caption{Student Quotation representing appreciating definitions).}\label{defGood} +\end{figure} + +Students do not always know whether the material treated in a course is necessary to the career they hope to achieve. +Examples chosen for minimal introductory material, perhaps number theory, may seem remote from any application the student can imagine. A student quote reflecting this perception is shown in Figure \ref{numberT}. + +\begin{figure} +\centering +\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} +``Do I have to know these facts about prime numbers in order to have a job as a developer?'' +\end{minipage}} +\caption{Student quotation representing distressed questioning about authenticity).}\label{numberT} +\end{figure} + +Based on interviews, the students agree that a proof by induction follows a procedure, which is to produce a structure, which has two parts: a base case that is readily seen to be true and an induction hypothesis, which in their experience is satisfied by some algebraic manipulation. + +The students' were generally able to describe this procedure; it is also the case that most of the students +volunteered that they did not know why that structure formed a convincing argument. An example of this is given in Figure~\ref{steps}. + + \begin{figure} + \centering + \framebox[.95\linewidth]{ + \begin{minipage}[t]{.9\linewidth} + \ldots most commonly mathematical induction because this method of proof seems most straightforward + to me, and most of these assignments we did mathematical induction, so that's what goes through my mind first, and + because the thing that that induction is there are steps to it, you prove for this case, you prove for that case, plus one, I can go through those steps and by going through the steps I'm sure it's correct, because it's the right steps but in my mind it's a little shaky and I'm not (convinced) + \end{minipage}} + \caption{Student Quotation, Steps without Understanding}\label{steps} + \end{figure} + + + +No student could recall having been asked to explain why the procedure formed a proof. + +The form of the induction hypothesis is not always well understood. Students sometimes stated the $k^{th}$ case was to be proved, followed by the proof of the $(k+1)^{th}$ case; students did not necessarily appreciate that a base case was connected to the induction hypothesis in that it furnished a first proof of a first value for $k$. A relevant quotation appears in Figure~\ref{ranked}. + \begin{figure} + \centering + \framebox[.95\linewidth]{ + \begin{minipage}[t]{.9\linewidth} + \ldots proof by induction essentially trying to determine that a proof works for $k$ iterations of something, you then want to prove for the next iteration, or $k+1$ iterations. therefore you show the $k^{th}$ case one, you show that the $k$ case one and then you therefore prove that the $k+1$ one, the following case works. + \end{minipage}} + \caption{Student Quotation, Lacking Understanding of Implication}\label{ranked} + \end{figure} + +Only three students of the fifteen exhibited understanding that there must be a connection between a base case and the induction hypothesis. +Others, having made clear that they did not see a connection, were very happy to receive and understand an explanation immediately. +Yet others felt they had a partial understanding of the connection, for example the quotation in Figure~\ref{polya}. + +\begin{figure} +\centering +\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} + I'm not too fond of induction, for whatever reason, I don't know why I think that one made the least sense when I was learning. + I was learning you could just say there's a base case, I increment once and I guess abstracting from that, and it's true for everything + it seems. I don't know, it seems kind of weird, sometimes when you think about it. +\end{minipage}} +\caption{Student Quotation representing disconnect between base case + and induction hypothesis (P{\'o}lya's Improper Induction).}\label{polya} +\end{figure} + +Once students had that view of proofs by induction, they were asked about recursive algorithms, and whether they saw any connection. +Some students, but not all, had already discerned this because the activities ``had a similar procedure''. + +One student said the definition she had been taught for tree data structure was recursive, but most students, when asked to describe trees, did not volunteer that these were recursive. +When asked whether they were recursive, most students agreed that they were. Supporting quotations are shown in Figure~\ref{appIR}. + +\begin{figure} +\centering +%\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} + \begin{tabular}{|p{7cm}|}\hline + (I)As I recall you were really good in CSE1010 with the recursive programs. Do you see a connection between recursive programs and proof by induction?\\\hline + (P) um, I mean especially tail recursion I guess.\\\hline + (I)yes\\\hline + (P)I mean it's pretty much the same thing I guess.\\\hline\hline + (I) Do you see a relation between recursive programs and proof by induction?\\\hline + (P)yes, so I see the relationship, but I oftentimes have trouble making the formal connection.\\\hline + (P)yes, they taught us that in discrete systems, but it was the first time I had heard of recursion, so it didn't really stick, but when I got to analysis of algorithms, I was reminded of it\\\hline\hline + (I) Do they connect proof by induction with any programming style by any chance?\\\hline + (P) oh yes there are some algorithms i remember now, 3500, the knapsack problem\\\hline + (I) recursive algorithms\\\hline + (P) oh yeah those would be very helpful for proving that recursive algorithms work, the base case and \ldots then be able to show that it could work for any number of iterations, show it's a very valuable algorithm.\\\hline\hline + (I)Does proof by induction connect in your mind with any kind of computer program?\\\hline + (P) Yes of course the first thing I thought of when I saw induction, was recursion, they beat recursion into our brains since I got here.\\\hline + \end{tabular} +\end{minipage}%} +\caption{Text fragments relevant to the application of proof by induction to recursive algorithms }\label{appIR} +\end{figure} + +%One result of the interviews was seeing how happy students were to learn answers to what had been troubling them. +%Knowing a procedural activity was called a proof, and knowing the conventional notion of proof, did cause the students some discomfort. + +%Some students leave the major. +%Other students, according to those being interviewed, though worried, stay, believing it is too late to switch. + +%Students are not always sensitive to the problem to be solved, when they set out to solve it. +%Rather than choosing an approach based on the problem, they may apply a technique that they know, in hopes that it will deliver progress. +%An example of this is shown in Figure~\ref{whyI}. + +\begin{figure} +\centering +\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} + When I start to create a proof, most commonly + mathematical induction because this method of proof seems most + straightforward to me, and most of these assignments we did + mathematical induction, so that's what goes through my mind first. +\end{minipage}} +\caption{Student Quotation: Why choose to discuss induction + proofs.}\label{whyI} +\end{figure} + +%Certainly there were students who were successful at learning proof by induction. An example is shown in Figure~\ref{ideal}. + +\begin{figure} +\centering +\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} + \ldots you make a base case, something that you want to go back to, if you know the first thing is true, if you can take the next step and reduce it to that first step, we know that that's true, and everything else is true, so then you prove that, you take the next statement, and you show that it's true for k+1 or whatever the variable is you're trying to do, it's a number proof, something like that, and if you can prove it's true for k+1 and you can revert to the base case you can prove that it's true for all k. +\end{minipage}} +\caption{Student Quotation representing complete understanding of proof by induction.}\label{ideal} +\end{figure} + +%Questions beginning with a description of a data structure, for example, binary search tree brought up issues. These were with representation of performance or the suddenness of introduction of language capabilities including throwing exceptions. + +%Questions directed at traversing levels of abstraction, from understanding the solution as successive halving the search space as discussed in class, and moving to implementation, as was required for homework, were met with the observation that pseudocode was provided. Students could have traced the pseudocode, known to be helpful in learning recursion\cite{corney2014explain}. The students' attention, however, was on the Java implementation, as they had not constructed code dealing with exceptions. Students reported unfamiliarity with Landau--Bachmann (big-O) notation confusing and distracting them at this point in their work. + +%One student volunteered that it felt good when material taught in one course, such as recursive algorithms, matched up with material, such as proofs by induction, taught in another. +One student was successful in learning proof by induction, and recursion, and claimed to have seen no connection between the two. He said he had learned, and thought about recursion, diagrammatically, and learned and thought about proof by induction without diagrams. He said that he noticed in the interview, that these were isomorphic. + + +\begin{figure} +\centering +\framebox[.95\linewidth]{ +\begin{minipage}[t]{.9\linewidth} + \ldots when we discussed the binary search tree in data structures, the principle was easy to understand, and we were given pseudocode. I do not remember talking about proof by induction in that context. I did not know Java then, and I did not understand big-O notation, and I was mostly concentrating on those, so I did not notice the pseudocode being recursive. +\end{minipage}} +\caption{Student Quotation representing foci of attention during data structures.}\label{pseudocode2impl} +\end{figure} +\subsubsection{Categories} +In this section we analyze the data into categories in the sense of phenomenography; in Section~\ref{criticalfeatures} we derive the critical features. %, by looking from the more advanced ideas, to see what is missing from the less advanced. +% % % % % % % % % % % % % % % % % % % % % % % % % % % + \paragraph{Following Procedure} +The category of most naive conceptions contains the recognition that proofs by induction are structured in steps, and is represented by the quotation in Figure \ref{steps}. The students whose conceptions lie in this category experience proof by induction as a set of steps. They do not have the understanding of why this set of steps constitutes a valid argument. +% % % % % % % % % % % % % % % % % % % % % % % % % % % % % +\paragraph{Recognizes and Proves Implication} +The next category is distinguished by lacking understanding of proof of the induction hypothesis, and is represented by Figure \ref{ranked}. + +The typical conception of this next category includes that both the $k$ clause and the $k+1$ clause of the induction hypothesis are to be proved, (as opposed to the $k^{th}$ clause serving as a premise) without reference to any linkage between the two. +The students whose conceptions lie in this category experience proof by induction as a correct proof whose argumentative power, while appropriate for the mathematical and computer science community, is nevertheless something they are not certain they can exercise. +They imagine the proof of the premise clause of the induction to be necessary, and they do not see how to perform this by following the link, provided by a correct conception of the inductive step, which builds these up from the base case. +% % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % +\paragraph{Recognizes and Proves Base Case} +The students conceive of a base case as being demonstrably true, almost always by example. They might not know how it comes into play; in recursion, they know it serves to end a process of successive invocations. + +\paragraph{Disconnection Between Base Case and Inductive Hypothesis} +The next category is vulnerable to the flaw in P{\'o}lya's Improper Induction~\cite{bauldryappendix}, and is represented by Figure~\ref{polya}. + +The distinguishing feature of this category is that mention of the connection between the premise of an instance of the implication and a base case is omitted. P{\'o}lya exploits this by offering a flawed argument why all horses are of the same color~\cite{bauldryappendix}. +The students whose conceptions lie in this category experience proof by induction as a correct proof whose argumentative power, while appropriate for the mathematical and computer science community, is nevertheless lost on the students themselves, who find the argument weird. +% % % % % % % % % % % % % % % % % % % % % % % % % % % % % % % + \paragraph{Connection Between Base Case and Inductive Hypothesis} +The students whose conceptions lie in this category experience proof by induction as a convincing mathematical argument, a useful tool that is applicable to, for example, recursive algorithms. +These conceptualizations include the connection between the base case or cases and the premise of an instance of the implication. +This category, with complete understanding of proof by induction, is represented by Figure~\ref{ideal}. + +\paragraph{Knows Why Recursion Works} +A complete understanding of proof by induction serves to explain why recursion works. +Some students conceptualize recursion as being closely connected to proof by induction, as if they were the same thing, or the closest related thing to think of. This understanding can be achieved prior to exposure to the data structures course. + +\begin{table} + \centering + \caption{The Outcome Space for Proofs by Induction and Recursion}\label{cats} + \begin{tabular}{|l|p{2.4cm}|p{4.6cm}|} \hline + & Category&Description\\ \hline\hline + 1 & Following procedure & The method is learned, without understanding\\\hline + 2 & Does not recognize or prove base case & The idea that a base case is proved by an existence proof, often with a specific example\\\hline + 3 & Does not recognize or prove implication & The idea that an implication is proved by assuming the premise is not used\\\hline + 4 & Disconnection between base case and inductive step & Sees the implication and proves it well, but does not anchor the succession to a base case \\\hline + 5& Connected & Understands the induction argument \\\hline + 6& Maps proof by induction to recursion & Can tailor the argument to explain recursive algorithms \\\hline + 7& Applies recursion & Appreciates that data structure choice admits recursive algorithm \\\hline + \end{tabular} +\end{table} +\begin{figure}[tbph] +\centering +\includegraphics[width=.9\linewidth]{./ovals} +\caption[Categories of Student Conceptualizations of Proof by Induction that Recursion Works]{Categories of Student Conceptualizations of Proof by Induction that Recursion Works} +\label{fig:ovals} +\end{figure} + +\paragraph{Knows Why Recursive Data Structures are Desirable} +This category of conceptualizations connects a recursive data structure's nature to support of recursive algorithms. + +The ACM/IEEE Computer Science Curricula 2013 \cite[page 58]{armstrong2013http} states ``Implement simple search algorithms and explain the differences in their time complexities.'' in the context of the fundamental data structures and algorithms portion of the body of knowledge. + +There are thus seven categories, five with increasing depth of comprehension of proof by induction, followed by one about application of proof by induction to recursion, and one about application of recursion to data structures shown in Table \ref{cats} and Figure \ref{fig:ovals}. + +\subsubsection{Critical Aspects}\label{criticalfeatures} +By looking at the differences in knowledge used in adjacent categories, we can propose critical +features, in the sense of Marton et al.~\cite{marton2013meanings} and Suhonen et al.~\cite{suhonen2007applications}. +We examine the relations between categories from the top down, seeking concise statements of the difference. +It was easier to see the difference starting from the more advanced conceptualization: it was easier to see what was missing, than to extrapolate the next advance. +This point might be noteworthy, because it highlights how teachers can help. +Students can advance in several directions, and teachers have the perspective to favor some paths over others. + +\paragraph{Data Structure's Recursive Algorithm Has Provable Resource Utilization} +%Once the efficiency of certain data structures for supporting applications, e.g., search, is appreciated, and connected with the idea of a recursive algorithm for implementation, the student perceives recursion as a tool as well as being an elegant solution technique. The recursive algorithm is analysed, as well as applied. +The critical feature might be \emph{recursion, as a provably correct algorithm, lends its provability to the resource utilization of the implementation of the data structure}. + +\paragraph{From Understanding Proof by Induction to Application to Recursion} +%Understanding how proof by induction furnishes an explanation for correctness of recursive algorithms +%is comprehension of recursive algorithms. + +%The level of formality of such a proof, for undergraduate majors in computer science, could be rather informal. +%Starting with the base case or cases, the student should be able to show that the algorithm will recognize the base case(s) and execute the appropriate block of instructions for each base case. +%Making use of the recursive call, the student should be able to show that when the variable (being decreased as the recursion is carried out) takes on the value one step away from a base case, the correct modification of that variable is carried out, such that the base case is invoked. At this point, the support for the premise of the first instance of the implication has been shown. The student should be able to show that the correct use of the result of the base case is achieved. At this point, the support for the inductive step has been shown. +The critical feature might be \emph{the application of proof by induction to recursion supplies a proof of correctness to recursive algorithms}. + +%From the ``knows why recursion works'' category the relation to the ``understands connection'' category is, that the connection of the two lemmas, and their truth, supports the mechanism of recursion. + +\paragraph{Achieving Connection Between the Base Case and the Inductive Step} +From the difference between the ``Disconnection between base case and inductive step'' and ``Connection between base case and inductive step'' categories, we might classify the idea that \emph{base cases are each intended to serve in the premise of one of the instances of the induction hypothesis}, as a critical feature. +From the difference between the ``Disconnection between base case and inductive step'' and ``Does not recognize or prove implication'' categories, the critical feature might be \emph{the induction hypothesis is an implication and should be proved in a manner appropriate to implications}. + +%From the ``understands connection'' category, the relation to the categories below is that these two justifiable parts must also have a connection to each other. The point of having one or more base cases is that, using weak rather than strong induction, we need the first instance of the premise to be guaranteed true. + +\paragraph{Convincing with Deduction, With Parts} +The idea that \emph{a proof is a convincing, logical argument} seems to be a critical feature. +Though the students seem to be aware from colloquial language that a proof should be convincing, +nevertheless they learn in discrete structures that a proof by induction consists of two parts, +and they learn procedurally to produce the two parts. + +%Based on the interviews there are students who rely, at some point in their development, on the grades they receive on their attempts at proof. +%This implies they are not confident of their own ability to convince others by deductive argument. + +%The basic template code and proof-as-procedure category relates to the next two categories above. From the higher categories, the relationship is, there are justifications associated with why these two parts are present, that is, these two parts of the procedure are there for good reasons. + +%The lowest two categories are omissions of the two proofs, respectively, that must be performed. +%These categories are independent, rather than having a relationship, such as inclusion. +%The third way of experiencing proofs, such that the connections between the parts might not be enough to be convincing is more comprehensive than the earlier categories, and includes them. +%The fourth category includes the third, and adds that there is a connection between them, which is the idea. + +%In passing we note that the relationships are seen more clearly looking from the more inclusive category to the less, just as students might not see connections as easily as \textit{cognoscenti} do. + +When questioned whether convincing arguments had been given, that certain things were always so, the student agreed that this had been done. +We have encountered students who so came to appreciate the power of careful definitions and proofs that they added mathematics as another major, and students who report that while they try, ``unlike the other students, who zone out'', to pay attention to definitions, they really prefer examples.