On Understanding Novice Mental Models of Computing
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Michigan Technological University Digital Commons @ Michigan Tech Dissertations, Master's Theses and Master's Reports 2020 The Stained Glass of Knowledge: On Understanding Novice Mental Models of Computing Briana Christina Bettin Michigan Technological University, [email protected] Copyright 2020 Briana Christina Bettin Recommended Citation Bettin, Briana Christina, "The Stained Glass of Knowledge: On Understanding Novice Mental Models of Computing", Open Access Dissertation, Michigan Technological University, 2020. https://doi.org/10.37099/mtu.dc.etdr/1086 Follow this and additional works at: https://digitalcommons.mtu.edu/etdr Part of the Cognition and Perception Commons, Communication Technology and New Media Commons, Computational Linguistics Commons, Educational Methods Commons, Human Factors Psychology Commons, Other Computer Sciences Commons, and the Science and Mathematics Education Commons THE STAINED GLASS OF KNOWLEDGE: ON UNDERSTANDING NOVICE MENTAL MODELS OF COMPUTING By Briana Christina Bettin A Dissertation Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy In Computer Science Michigan Technological University 2020 © 2020 Briana C. Bettin This dissertation has been approved in partial fulfillment of the requirements for the Degree of Doctor of Philosophy in Computer Science. Department of Computer Science Dissertation Advisor: Dr. Linda Ott Committee Member: Dr. Charles Wallace Committee Member: Dr. Stefka Hristova Committee Member: Dr. Robert Pastel Department Chair: Dr. Linda Ott Dedicated.... To every role model, supporter, and experience which has inspired, encouraged, and shaped me into who I am today. You have invigorated my creativity, And fueled my passion to positively reshape our world. And to you, dear reader. In hopes that this research may in some small way Motivate you toward reshaping our world as well. Contents Acknowledgements ..................................... xiii Abstract ............................................. xv 0 Transparency: Prefacing Context ....................... 1 1 Gazing: Introduction ................................. 5 1.1 Guiding Insight from User Experience ...................... 6 1.1.1 Shaping the Experience of Educational Design ............ 7 1.2 Analogy in CS Education ............................... 8 1.3 Organization of This Dissertation ......................... 9 1.4 The Value of Prior Experiences .......................... 9 2 Visions: How Do We Understand Our World? .............. 11 2.1 What is a Mental Model? .............................. 11 2.1.1 The System of Models ............................. 11 2.1.2 What Affects Mental Models? ....................... 12 2.1.3 Properties of a Mental Model ....................... 13 2.2 Ecosystems of Mental Models ........................... 14 2.2.1 Microsystems and Macrosystems ...................... 14 2.2.2 Multiple Approaches and Perspectives .................. 15 2.3 Evolution of Mental Models ............................ 17 2.3.1 How Do Mental Models Change? ..................... 17 2.4 Difficulties in Modeling ............................... 20 2.4.1 Existing Notions ................................ 20 2.4.2 Fragile Knowledge Structures ....................... 22 vii CONTENTS 2.4.3 The Importance of Context ......................... 23 2.5 Where Do Notional Machines Fit In? ....................... 24 2.6 Human Faculties and Cognitive Considerations ................ 26 2.6.1 A Brief Introduction to Theories of Intelligence .......... 26 2.6.2 Fluid and Crystallized Intellect ..................... 27 2.6.3 Working Memory and Cognitive Load .................. 27 2.7 Connection of Knowledge in Mind ......................... 28 2.7.1 Pattern Recognition .............................. 29 2.7.2 Abstraction ................................... 30 2.7.3 Analogical Reasoning ............................. 31 2.7.4 Analogy and Metaphor ............................ 36 2.7.5 Structure Mapping and Systematicity .................. 42 2.7.6 Towards A Theory of Intuition ...................... 45 3 Connected Shards: Analogy as a Tool .................... 47 3.0.1 Why Draw Attention to Analogy? .................... 47 3.1 Analogy Across STEM Disciplines ......................... 48 3.2 Analogy Within the CS Discipline ......................... 49 3.3 Additional Considerations for Analogy Design ................ 54 3.3.1 Cognitive ..................................... 54 3.3.2 Context ...................................... 55 3.4 Benefits in Analogical Methods .......................... 55 3.4.1 Engagement ................................... 55 3.4.2 Pathways ..................................... 56 3.4.3 Connection .................................... 56 3.5 Bridging the Gap: Addressing the Concerns .................. 56 3.5.1 Active Participation and Discussion .................... 57 3.5.2 Structural and Contextual Relevance ................. 58 3.5.3 Well-Formed Analogy Design ........................ 58 viii CONTENTS 4 Opus: The OPAL Evaluation Tool ....................... 61 4.1 Understanding OPAL .................................. 61 4.1.1 Identification of Analogy Context .................... 63 4.1.2 Target Domain Procedure .......................... 63 4.1.3 Source Domain Procedure .......................... 64 4.1.4 General Structure Relating Both Domains' Procedures ...... 65 4.1.5 Impacts of Using OPAL in Instructional Design ............ 65 4.2 Applying OPAL to CS1 Misconceptions ...................... 66 4.2.1 Considerations During Initial Testing .................. 66 4.2.2 Analogy Critiques and Revision ...................... 68 4.3 Consideration of OPAL's Usability ........................ 80 4.3.1 Comparison Against Existing Methods .................. 80 4.3.2 Usability with Other Instructor's Ideas ................. 83 5 Tesserae: Considering Analogy and Engagement ............ 91 5.1 Physical Analogical Representations ....................... 91 5.2 Fostering Engagement with Analogy ....................... 95 5.2.1 Topical Interest ................................ 95 5.2.2 Humor ....................................... 97 6 Emblema: Internet Memes and CS Knowledge .............. 99 6.1 Memes as Connective Structures .......................... 99 6.2 Study Design and Methodology .......................... 101 6.2.1 Data Collection ................................ 106 6.2.2 Analysis ...................................... 106 6.3 Preliminary Observations ............................... 106 6.3.1 The Relational Structure of Memes ................... 107 6.3.2 Humor, Self-Identification, and Sense of Belonging ......... 125 6.3.3 Subversion and Career of Metaphor ................... 127 6.4 Implications for Pedagogical Use of Memes ................... 129 6.4.1 Considerations .................................. 129 ix CONTENTS 7 Prisms: Case Studies of CS Learners ..................... 131 7.1 Holistic Considerations for CS1 Perspectives ................. 131 7.2 CS1 Guided Interviews ................................. 132 7.2.1 Interview Study Design ............................ 132 7.2.2 Data Collection and Analysis ........................ 132 7.3 CS1 | Student Perspectives ............................ 132 7.4 After CS1 | Student Perspectives ........................ 138 7.5 Discussion of Case Studies .............................. 140 7.6 Relationships with Analogy Beyond CS1 ..................... 141 7.6.1 Survey Procedure ............................... 142 7.6.2 Analysis ...................................... 142 7.6.3 Observations ................................... 142 7.6.4 Implications ................................... 143 8 Dispersion: Conclusion ................................ 145 8.1 Contributions ...................................... 145 8.2 Future Work ....................................... 147 8.3 Closing Remarks .................................... 148 Bibliography .......................................... 151 Appendices ............................................ 165 A CS1 OPAL Initial Analogies ............................ 167 B Revised CS1 OPAL Analogies ........................... 203 C Instructional Team Analogies .......................... 211 D Data Slip Noted Analogies ............................. 215 E Non-CS1 Instructor Analogies .......................... 229 F Hobbies & Interests Survey ............................. 239 x CONTENTS G Meme Interview Guide ................................. 241 H Meme Study Quotes ................................... 245 I CS1 Interview Guide .................................. 257 J CS1 Interview Quotes ................................. 263 J.1 CS1 Student Perspectives .............................. 263 J.2 After CS1 - Student Perspectives ......................... 271 K Concurrent Analogies Survey .......................... 275 L Concurrent Analogy Responses ......................... 277 M Glossary and Definitions .............................. 285 M.1 Chapter \Flavor" Titles Glossary ......................... 290 xi Acknowledgements I would first like to extend a wealth of gratitude to my adviser, Dr. Linda Ott. Her guidance has helped me to navigate my growth as an academic, and her support has been unwavering in my research pursuits. I am beyond grateful not only for her allowing me to pursue my interests as a researcher, but for her believing in the value of those pursuits. I hope my efforts and the work presented here have made her proud. I am also grateful to my committee, Dr. Robert Pastel, Dr. Charles