A4 Artikkeli konferenssijulkaisussa
Exploring Creativity Expectation in CS1 Students’ View of Programming (2020)
Isomöttönen, V., Lakanen, A.-J., & Nieminen, P. (2020). Exploring Creativity Expectation in CS1 Students’ View of Programming. In FIE 2020 : Proceedings of the 50th IEEE Frontiers in Education Conference. IEEE. Conference proceedings : Frontiers in Education Conference. https://doi.org/10.1109/FIE44824.2020.9274134
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Isomöttönen, Ville; Lakanen, Antti-Jussi; Nieminen, Paavo
Emojulkaisu: FIE 2020 : Proceedings of the 50th IEEE Frontiers in Education Conference
Konferenssi:
- Frontiers in Education Conference
Konferenssin paikka ja aika: Uppsala, Sweden, 21.-24.10.2020
ISBN: 978-1-7281-8962-8
eISBN: 9781728189611
Lehti tai sarja: Conference proceedings : Frontiers in Education Conference
ISSN: 1539-4565
eISSN: 2377-634X
Julkaisuvuosi: 2020
Kustantaja: IEEE
Julkaisumaa: Yhdysvallat (USA)
Julkaisun kieli: englanti
DOI: https://doi.org/10.1109/FIE44824.2020.9274134
Julkaisun avoin saatavuus: Muulla tavalla avoin
Julkaisukanavan avoin saatavuus:
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/73103
Verkko-osoite, jossa julkaisu vapaasti saatavilla: https://www.fie2020.org/abstracts-and-papers/
Tiivistelmä
Full paper in Research category: Literature provides creativity definitions that are applicable to educational settings. For example, the definition by Plucker et al. emphasizes the ‘social context’ in which the usefulness and novelty of a creative outcome is evaluated, and notes that this emphasis allows students’ coursework to be deemed creative without extraordinary characteristics. Computing educators tend to assume that incoming CS course populations welcome creativity, and utilize application contexts (e.g., games, media, arts, and robots) in which creativity is a central attribute. Previous research also suggests that beginner CS students may initially possess versatile identities regarding what computing will entail. This article seeks to provide further evidence for creativity expectation among students starting a CS1 course, looking at how and to what extent creativity is acknowledged. This agenda was observed to be possible using a large data set (N=1,946, eight-year period) in which students at the very beginning of their computing studies characterized what programming is. Qualitatively different creativity-related categories were identified and frequencies for these categories were counted in a sample of 240 respondents. Further content analysis was applied to the remaining data by using word searches. The categories identified were: freedom to create and express, creativity needed in problem solving, programming as a circumstance for personalized activity, associations with arts, creative innovations, tolerance to open-ended situations, aesthetics and elegance of programming, and programming as a flow-like activity. In the sample of 240, 59% of the data was interpreted to refer to creativity, and among the word-searched portion of the data, nearly one-third was interpreted to indicate it. The illustrations and the numbers of references support educators’ assumptions as they consider introducing creativity-related education.
YSO-asiasanat: ohjelmointi; luovuus; luova toiminta; ongelmanratkaisu
Vapaat asiasanat: introductory programming; creativity
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2020
JUFO-taso: 1
