Summer2023 merge func args experiment remove parskip

research/misconceptions/.gitignore

@@ -1 +1,4 @@
 article.pdf
+didactic.sty
+slides.pdf
+slides.unq

research/misconceptions/Makefile

@@ -1,21 +1,44 @@
+LATEXFLAGS=		-shell-escape
+TEX_PYTHONTEX=	yes
+
 .PHONY: all
-all: article.pdf
+all: article.pdf slides.pdf
+
+SRC+=theory.bib
+SRC+=misconceptions.bib
+SRC+=preamble.tex
+
+SRC+=introduction.tex
+SRC+=background.tex
+SRC+=method.tex
+
+SRC+=results-overview.tex
 
-article.pdf: bibliography.bib
-article.pdf: preamble.tex
+SRC+=functions-variables.tex
+SRC+=debugging.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
+SRC+=conditionals.tex
+SRC+=repetitions.tex
+SRC+=types.tex
+SRC+=classes.tex
+SRC+=problem-solving.tex
+SRC+=tools.tex
 
-article.pdf: article.tex
-	latexmk -pdf $<
+DEPENDS+=	fig/contrast-color.tikz
+DEPENDS+=	fig/generalization-color.tikz
+DEPENDS+=	fig/fusion-color.tikz
+
+DEPENDS+=	didactic.sty
+
+article.pdf: article.tex ${SRC} ${DEPENDS}
+slides.pdf: slides.tex ${SRC} ${DEPENDS}
 
 .PHONY: clean
 clean:
 	latexmk -C
 	${RM} article.bbl article.run.xml
+
+INCLUDE_MAKEFILES?=../../makefiles
+include ${INCLUDE_MAKEFILES}/tex.mk
+INCLUDE_DIDACTIC=../../beamer-didactic
+include ${INCLUDE_DIDACTIC}/didactic.mk

research/misconceptions/abstract.tex

@@ -0,0 +1,22 @@
+According to variation theory (see Marton's Necessary Conditions of
+Learning, 2015), 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 this 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.
+
+In Necessary Conditions of Learning, Marton also connects the patterns of 
+variation of variation theory to deep learning and scientific discoveries. In 
+both cases, the learners (the researcher is also a learner) 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

@@ -4,107 +4,123 @@
 % 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}
-\usepackage[utf8]{inputenc} % set input encoding (not needed with XeLaTeX)
-\usepackage[english]{babel}
+\documentclass[onecolumn]{article}
+\usepackage[hyphens]{url}
+\usepackage[hidelinks]{hyperref}
+
+\usepackage[noamsthm,notheorems]{beamerarticle}
+\setjobnamebeamerversion{slides}
 
 \input{preamble.tex}
 
-\title{Student misconceptions in programming through the lens of variation 
-theory}
-\author{Celina Soori and Daniel Bosk (at the moment)}
+\usepackage[inline]{enumitem}
+\setlist[enumerate]{label=(\arabic*)}
+
+%\usepackage{authblk}
+%\let\institute\affil
+
+\declaretheorem[numbered=unless unique,style=theorem]{theorem}
+\declaretheorem[numbered=unless unique,style=definition]{definition}
+%\declaretheorem[numbered=unless unique,style=definition]{assumption}
+%\declaretheorem[numbered=unless unique,style=definition]{protocol}
+\declaretheorem[numbered=unless unique,style=example]{example}
+%\declaretheorem[style=definition,numbered=unless unique,
+%  name=Example,refname={example,examples}]{example}
+%\declaretheorem[numbered=unless unique,style=remark]{remark}
+%\declaretheorem[numbered=unless unique,style=remark]{idea}
+%\declaretheorem[numbered=unless unique,style=exercise]{exercise}
+%\declaretheorem[numbered=unless unique,style=exercise]{question}
+%\declaretheorem[numbered=unless unique,style=solution]{solution}
+
+\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}
-\maketitle
-\tableofcontents
-
-\section{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}
-
 
-\section{Prerequisites: definitions}
+\definecolor{light-green}{HTML}{D5F5E3} %this definition needed to be inside the document
 
-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}
-
-Here I'm thinking we should describe what variation theory is so that we can use it in the analysis later on.
-
-\subsection{Misconception}
-
-Do we need to describe what we mean with misconception? Do we maybe want to use another word? 
-
-\subsection{Computational thinking}
+\maketitle
+\begin{abstract}
+  \input{abstract.tex}
+\end{abstract}
 
-Maybe we want to include something about computational thinking in this article? 
+\clearpage
+\tableofcontents
+\clearpage
 
-\subsection{Conceptual Change Theory}
+\input{introduction}
+\input{background}
 
-An interesting method to unlearn misconceptions and instead learn the correct conception. Mentioned by Qian \& Lehman. 
+\input{method}
 
+\input{results-overview.tex}
 
-\section{Surveying the literature on misconceptions}
+\input{functions-variables.tex}
+\input{debugging.tex}
 
-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{conditionals.tex}
+\input{repetitions.tex}
+\input{types.tex}
+\input{classes.tex}
 
-Indeed, you'll need to describe the search queries and the selection criteria.
+\input{findings.tex}
 
+\printbibliography
 
-\section{Important modules in CS1}
+\appendix
 
-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. 
+\section{Misconceptions not yet included}
 
-\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{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{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}
 
-\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}
+