Celina's summer project 2023

research/misconceptions/Makefile

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+article.pdf: article.tex
+	latexmk -shell-escape -pdf $<
+
+article.pdf: abstract.tex
 article.pdf: bibliography.bib
 article.pdf: preamble.tex
-
 article.pdf: classes.tex
 article.pdf: conditionals.tex
 article.pdf: functions-variables.tex
 article.pdf: problem-solving.tex
 article.pdf: repetitions.tex
 article.pdf: tools.tex
 article.pdf: types.tex
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-article.pdf: article.tex
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+article.pdf: background.tex
+article.pdf: introduction.tex
+article.pdf: method.tex
 
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research/misconceptions/abstract.tex

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+According to variation theory (see~\cite{NCOL}\footfullcite{NCOL}), learning an 
+educational objective requires the learner to distinguish all aspects of that 
+educational objective. What these aspects are is hard to tell for someone who 
+has already mastered the educational objective in question. However, 
+misconceptions occur when the learner cannot yet distinguish one or more 
+critical aspects. Thus misconceptions can help us identify what those 
+(critical) aspects are. Then we can teach the learner to distinguish those 
+critical aspects by varying examples through a series of patterns of variation.
+
+In our work (in progress), we explore the existing literature on misconceptions 
+in introductory programming courses and analyse it through the lens of 
+variation theory to identify the necessary aspects of programming that a 
+learner must learn to distinguish. We also outline patterns of variation to 
+teach to distinguish these aspects.
+
+\Textcite{NCOL} also connects the patterns of variation of variation theory to 
+both deep learning and scientific discoveries. In both cases, the learners (the 
+researcher is also a learner of the unknown) introduce variation for themselves 
+through these patterns of variation. We hypothesize the connection between the 
+patterns of variation and the skill of debugging (the programmer is learning 
+about some unknown when debugging).

research/misconceptions/article.tex

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 % This is a simple template for a LaTeX document using the "article" class.
 % See "book", "report", "letter" for other types of document.
 
-\documentclass[twocolumn]{article}
+\documentclass[onecolumn]{article}
 \usepackage[utf8]{inputenc} % set input encoding (not needed with XeLaTeX)
 \usepackage[english]{babel}
 
+
+
 \input{preamble.tex}
 
-\title{Student misconceptions in programming through the lens of variation 
-theory}
-\author{Celina Soori and Daniel Bosk (at the moment)}
+\title{%
+  Introductory programming\\
+  through the lens of variation theory
+}
+\author{%
+  Celina Soori and
+  Daniel Bosk\thanks{%
+    Oskar Ejderby,
+    Leandros Grigoriadis,
+    Björn Hickman,
+    Yousef Hilal,
+    Beata Johansson,
+    Mazen Mardini, and
+    Yasmine Schüllerqvist
+    helped record students' misconceptions during the course.
+  }%
+}
 %\date{} % Activate to display a given date or no date (if empty),
          % otherwise the current date is printed 
 
 \begin{document}
+
+\definecolor{light-green}{HTML}{D5F5E3} %this definition needed to be inside the document
+
 \maketitle
+\begin{abstract}
+  \input{abstract.tex}
+\end{abstract}
+\clearpage
 \tableofcontents
+\clearpage
 
-\section{Introduction}
+\input{introduction}
 
-We study misconceptions in introductory programming from the perspective of 
-variation theory.
-We first survey the existing literature on misconceptions in introductory 
-programming.
-We then analyze these misconceptions using variation theory.
 
-According to variation theory \parencite[Ch.~2]{NCOL}, each educational 
-objective can be divided into different \emph{aspects}.
-Consider the educational objective \enquote{the student should be able to use 
-functions}.
-One aspect of this particular educational objective is local and global scope 
-of variables.
-Another aspect is returning values from a function.
-For a student to achieve the educational objective, she must be able to discern 
-the different aspects of the educational objective.
-Aspects that the student hasn't yet discerned are critical aspects.
-One necessary condition for learning is that the student is introduced to a 
-series of patterns of variation in the dimension of each critical aspect.
-Misconceptions are examples of when a student has failed to discern (at least) 
-one critical aspect.
-This allows us to use misconceptions to inform our designs when designing 
-teaching according to variation theory.
 
-This study answers the following questions:
-\begin{enumerate}
-  \item What misconceptions in introductory programming has been identifies in 
-    the literature?
-  \item Based on these misconceptions, what aspects (in terms of variation 
-    theory) of introductory programming can we identify?
-  \item Where do we need further research?
-\end{enumerate}
 
+\input{background}
 
-\section{Prerequisites: definitions}
+\input{method}
 
-Added this to explain different words we use in the text and how we interpreted them and use them. Maybe we dont need subsections for every word, but I started this way.
 
-Maybe it will be needed, maybe not. Uncertain at the moment.
 
-\subsection{Variation Theory}
+\section{Misconceptions in introductory programming}
+\label{misconceptions}
 
-Here I'm thinking we should describe what variation theory is so that we can use it in the analysis later on.
+This section is divided to reflect the different concepts that are taught 
+throughout CS1. Each section will describe what students often are meant to 
+learn and understand in that module. Something which is followed by a 
+summary 
+of what different studies have found is difficult for students in that 
+particular
+module and which common misconceptions that students may have. Each common 
+misconception will be analysed through the lens of variation theory, with 
+the purpose of explaining how it can be avoided by adjusting the way 
+the specific term or concept is being introduced or taught. 
 
-\subsection{Misconception}
 
-Do we need to describe what we mean with misconception? Do we maybe want to use another word? 
+\input{functions-variables.tex}
+\input{classes.tex}
+\input{repetitions.tex}
+\input{types.tex}
+\input{conditionals.tex}
+\input{findings.tex}
 
-\subsection{Computational thinking}
 
-Maybe we want to include something about computational thinking in this article? 
 
-\subsection{Conceptual Change Theory}
+\newpage
+\printbibliography
 
-An interesting method to unlearn misconceptions and instead learn the correct conception. Mentioned by Qian \& Lehman. 
+\newpage
 
+\appendix
 
-\section{Surveying the literature on misconceptions}
+\section{Misconceptions not yet included}
 
-I'm thinking we need a method-section to describe how this research has been 
-conducted. Something about the literature collecting and so on. 
+\input{problem-solving.tex}
+\input{tools.tex}
 
-Indeed, you'll need to describe the search queries and the selection criteria.
+\section{Misconceptions I have noticed that is not mentioned}
 
+\begin{itemize}
+    \item When returning a value from a function, students misses to 
+capture it into a variable, not understanding why they cannot use the 
+returned value later in the programme. 
+    \item A local list in a function will be changed when passed to a 
+function and then changed in that function. This because it is a 
+reference to the list that is sent to the new function, not a copy of 
+the list. 
+\end{itemize}
 
-\section{Important modules in CS1}
+\section{Random stuff removed from the article}
+
+\begin{itemize}
+    \item There is also a misconception that variables can hold more than 
+one value at a time \parencite{Doukakis2007}. This misconception can 
+relate to several things:
+    \begin{enumerate*}
+      \item the type system, confusing lists with non-container types, not 
+    seeing a 
+        list as a type itself;
+      \item the scope of variables, that the same variable identifier can be 
+    used 
+        for different things in different scopes.
+    \end{enumerate*}
+
+    \item Students that know that a return-statement is needed have 
+difficulties returning the right value or variable from a function 
+\parencite{KumarVeerasamy2016}. 
+
+\end{itemize}
 
-This section is divided to reflect the different concepts that are teached during CS1. Each section will describe what students often are meant to learn and understand in that module, which is then followed with a summary of what different studies have found is difficult for students in that module. XXX And then we also will try to analyze the findings with the help of variation theory. 
 
-\input{functions-variables.tex}
-\input{classes.tex}
-\input{repetitions.tex}
-\input{types.tex}
-\input{conditionals.tex}
-\input{problem-solving.tex}
-\input{tools.tex}
 
-\section{Analysis}
 
-The analyze will be performed with the help of variation theory. 
 
-\section{Discussion}
 
-Here we can discuss what we want to analyze and research further. We might also want to discuss how to design the education to avoid everything above.
 
-\printbibliography
 \end{document}
+
+

research/misconceptions/background.tex

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+\section{Theoretical background}
+
+\subsection{Definition of a misconception}
+
+In order to summarise misconceptions found in earlier research it is 
+important to define what a misconception is and how the term is used in this 
+article. According to \textcite{NCOL} a misconception is where the student 
+understand some critical aspects but misunderstand others, also defined as 
+\textcquote[p.~1]{KumarVeerasamy2016}{\textins{a} misconception is an 
+erroneous 
+belief, which is not true or valid}. This definition is also used by 
+\textcite{MisconceptionsSurvey2017}, where they specify it in a programming 
+context to include aspects of syntax, concepts, control flow, learned 
+constructs and debugging programs. A misconception can also include errors 
+in 
+conceptual understanding of programming. As one can see, the definition of 
+misconceptions is quite broad, and will be used in this article to include 
+all 
+errors, misunderstanding, difficulties and so forth. 
+
+\subsection{Variation Theory}
+
+Learning ← discernment ← variation \textbf{XXX This is in your slides 
+Daniel, but I could not find in the book where Marton draws this 
+relationship between the three.}
+
+Step-by-step patterns in variation theory (with the example of learning 
+what the colour green is):
+
+\begin{enumerate}
+    \item Contrast (vary the critical concept) - showing a picture of a 
+circle that is green, and a circle that is the colour blue.
+    \item Generalisation (vary the non-critical aspect) - showing several 
+figures that are green, but has different shapes. Here the green colour 
+is the variant, and we have variation on the shape of the figures. 
+Called induction if it comes before the pattern contrast.
+    \item Fusion (vary both critical and non-critical aspect) - show 
+different figures that vary in colour and in shape, to fuse the two 
+earlier steps.
+\end{enumerate}
+
+One can vary the order of these steps, but it has been found to be more 
+efficient to start with the contrast.
+
+\textbf{Things that we might need to write about here, if we want to use it 
+later in the analysis}
+
+\begin{itemize}
+    \item Test in another scenario than the students have been taught in. 
+For example: When learning to throw a ball, teach the students in other 
+places than in the testing place.
+    \item Grouping: Teaching similar concepts within a subject at the same 
+time. Students learn more when being taught the differences between 
+similar concepts/methods within a subject, instead of learning the 
+concepts separately.
+    \item Changing variables to pay attention to. Students can learn better 
+if they focus on one specific attribute of a concept at a time, instead 
+of trying to understand the entire concept in one iteration.
+\end{itemize}
+
+
+
+
+
+
+
+