The Scream by Edvard Munch 😱, reproduced in LEGO by Nathan Sawaya, the BrickArtist.com
In Canterbury, Glasgow and Manchester, we’re starting a journal club, as part of uki-sigcse.acm.org, the Association for Computing Machinery (ACM) Special Interest Group (SIG) on Computer Science Education (CSE). Journal clubs are like a book clubs, but instead of chatting about books we discuss journal papers instead. Who should come? What’s on the agenda? How can you join and what are our club rules? Read on…
Who should come?
Our journal club will be of interest to:
- Educators who teach some flavour of computing or you run a coding boot camp.
- Employers who employ and train software engineers, data scientists, developers, coders, programmers, etc
- Employees your boss has sent you on a training program or bootcamp to learn or improve your programming
- Students what misconceptions about programming have you encountered?
- Everyone and anyone who is curious. Our doors are open, this is not an ivory tower. Everyone has something to learn, everyone has something to teach.
Agenda: The paper we’ll be discussing
If you’d like to join us, read the paper: Identifying Student Misconceptions of Programming by Lisa Kaczmarczyk et al [1] which was voted a top paper from the last 50 years by SIGCSE members in 2019. Here is a summary:
Computing educators are often baffled by the misconceptions that their CS1 students hold. We need to understand these misconceptions more clearly in order to help students form correct conceptions. This paper describes one stage in the development of a concept inventory for Computing Fundamentals: investigation of student misconceptions in a series of core CS1 topics previously identified as both important and difficult. Formal interviews with students revealed four distinct themes, each containing many interesting misconceptions. Three of those misconceptions are detailed in this paper: two misconceptions about memory models, and data assignment when primitives are declared. Individual misconceptions are related, but vary widely, thus providing excellent material to use in the development of the CI. In addition, CS1 instructors are provided immediate usable material for helping their students understand some difficult introductory concepts.
In case you’re wondering, CS1 refers to the first course in the introductory sequence of a computer science major (in American parlance), roughly equivalent to first year undergraduate in the UK. CI refers to a Concept Inventory, a test designed to tell teachers exactly what students know and don’t know. According to Reinventing Nerds, the paper has been influential because it was the “first to apply rigorous research methods to investigating misconceptions”. After a brief introduction to the paper and its authors we will discuss the following:
- What is good about the paper?
- What could be improved?
- What is the most surprising or interesting thing you got from the paper?
- How convincing is the evidence, arguments and conclusions presented?
- How could you use the results and insights in your own teaching or training program?
- What are the next steps that follow on from this research? What has already been done to follow on from this work?
- Has consensus and opinion moved since the publication of this paper ten years ago? If so, how and why?
- Why was this paper voted top 10 of all time by SIGCSE.org members?
- Are there any elephants in the room? Does the paper omit anything relevant or gloss over important details?
- What do we know that we know (Rumsfeld’s known knowns)
- What do we know that we don’t know (Rumsfeld’s known unknowns)
- A.O.B.: Any other questions or comments?
- Why was this paper chosen for journal club?
- What paper should we discuss at our next meeting?
How can you join?
We’ll be meeting in the Atlas rooms, Kilburn building, Department of Computer Science, University of Manchester, M13 9PL, see bit.ly/directions-to-kilburn-building and www.cs.manchester.ac.uk/about/maps-and-travel online using Zoom, find login details and register at sigman1.eventbrite.co.uk.
Can’t make it this time? Groups will be running in parallel in Glasgow (23rd March at 1pm with Quintin Cutts) and Canterbury (Friday 27th March, 14.00, Room S132 in the Cornwallis building, School of Computing with Sally Fincher) to discuss the same paper. You can also join us online using the hashtag #SIGCSEJClub. If you’d like to know about future journal clubs in Manchester send an email to listserv@listserv.manchester.ac.uk with the text…
subscribe sigcse-journal-club yourfirstname yoursecondname
…in the body of your email.
Start your own local journal club
If Manchester, Glasgow or Canterbury aren’t easy for you to get to, start your own journal club by joining SIGCSE at uki-sigcse.acm.org/membership and posting the details to their mailing list. We plan to have regular journal clubs every three months or so where we’ll discuss the same paper nationally during journal club week: this one is Monday 23rd to Friday 27th March.
Journal club rules
We will loosely be following the guidelines at Ten Simple Rules for Running a Journal Club including:
- It will be casual not formal. There will be coffee and refreshments available. We won’t be providing lunch but feel free to bring your own. Some companies call them brown bag meetings, because many of us may will only have an hour so we need to get straight down to business.
- It’s about more than just the articles. We are building (and strengthening) communities of practice amongst peers in Computer Science education, not just inside academia but in industry as well. Don’t be shy, all are welcome!
- Multidisciplinary is not a dirty word: we aim to foster equality, diversity and inclusion of different people, disciplines, practices and viewpoints. That means we’re open to anyone teaching computer science. That could be in a school, FE college, University, bootcamp, onboarding scheme, company induction or employers staff training program etc. Students are welcome too. The more diverse our journal club is, the stronger it will be.
- Topics will reflect the diversity of our membership. We’ve started with student misconceptions, but we invite proposals for which paper we should discuss at our next meeting so we can vote on them.
- We’ll pick interesting papers, but they don’t have to be award winning. Papers don’t need to be heavily cited either, but they do have to be thought provoking and provide something meaty to discuss alongside practical tips that can be put into practice straight away.
Any questions? Let me know in the comments section below, via email or twitter.
You might also like…
If you care about the training & education of software engineers and computer scientists, you might also be interested in #CSEdResearchBookClub which will take place on Thursday 5th March at 8pm. They’ll be discussing a paper by Sue Sentance et al. on using Predict, Run, Investigate, Modify & Make (PRIMM) called Teaching computer programming with PRIMM: a sociocultural perspective. CS education book club is co-ordinated by Jane Waite at Queen Mary University of London (QMUL) see below:
References
- Kaczmarczyk, Lisa C.; Petrick, Elizabeth R.; East, J. Philip; Herman, Geoffrey L. (2010). Identifying student misconceptions of programming, SIGCSE ’10: Proceedings of the 41st ACM technical symposium on Computer science education, p. doi:10.1145/1734263.1734299
O'Really? 