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+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}, 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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 0000000000000000000000000000000000000000..1ec1bd8d3be055f7c25c086b904a04f7d08d7958 GIT binary patch literal 31420 zcmb4~Q;;ZY)1}+CZQHhu-L`GJciXmY+qP}nwtLRRKM`~Borw9SuIjQXqbk?)u9Zou zARMt&}5`-)9|NB)YkJ|9Pi>?*6F<6z6}|g^`2t{}kr`U6*8a!PvtVxSreEv1&Yh z@@DJNdN0b2g6lzQs3!Nvxj|d_h-#97wFIki$dcZkA_;ESi}Yb_!*C+X2%>kzaQ0H! zuJ?E0uZh>sQh2>zl7sD%trU+0yPTNJqOsOamffRs+sp{VM`b%c(OulETa#n_AMcOb zRsQP<%-_N_(oG*-Ydqw7T5*4Vycdlnt6Ds~L>(Lp`CT!7X3>SxzX+m5+Gf#*pmy(G zrUT`vBeU()Cf<)iNrl(7OmS8!^r&BGV=rw!?lJ}+R?mZI)1glMP<76&#L`w)Jr9XY 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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 0000000000000000000000000000000000000000..80800786e085f68bb7036a17d5192deda53daea5 GIT binary patch literal 46668 zcmeFYQ

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