Categorising computer science education research

Abstract

In the present world of information, text classification is a more challenging process due to the larger number of training cases and feature set present in text data. One of the most difficult tasks in the text classification problem is high dimensionality of the feature space. As many real world text classifications are not modeled or too difficult to model, this paper aims at the real world text classification approach or model based on one of the properties of David Merrill's First principles of Instruction (FPI). The Objective is to introduce a method to improve text classifications effectiveness, efficiency and accuracy. In this methodology we categorizes the text using a pre-defined category group by providing them with the proper training set based on the feature of Application phase in FPI. The algorithm involves the Parsing, text categorization and text analysis. General Terms Pattern Recognition, Text Mining, et. al.

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“…Research paradigm [4] 2) Reference discipline • E.g., educational tradition [12] 3) Content • Nature of research: e.g., theoretical -empirical [5], [6], [7], [9], [10], [11] • Theme, topic, context of the paper [4], [5], [6], [7], [8], [9], [10], [11], [12], [14] • Scope [4], [5], [6], [7], [9], [10], [11] 4) Significance • How influential the paper has been [6], [7] The common feature to all presented systems is that the used categories have been derived from the data (the CER literature).…”

“…The analysis by Randolf et al [13] of methodological properties of publications in the field of computer science education drew the attention, for instance, to research methodology, research design, and the variables examined. Finally, the extensive study by [14] reported on a categorisation system based on the topic of the paper.…”

Methodological Rigor and Theoretical Foundations of CS Education Research

“…Previous literature reviews have also looked at categories of CS education research. Joy et al examined research across many different outlets for CS education research in order to create a taxonomy of research [7]. The basis for their analysis was the notion of a continuum running from a purely technical perspective to a purely educational perspective, comprising four major categories.…”

“…These were (a) system, which were studies on educational software focusing on the technical, (b) technology, studies on educational software focusing more on the educational but lacking implementation, (c) practical pedagogy, which were educational studies that report results not connected to substantial educational theory, and (d) theoretical pedagogy, studies that were substantially grounded in education theory. Joy et al's study provides a taxonomy of the types of studies that are prevalent in different CS education journals, but what has not been looked at heretofore in reviews of the CS education literature is the degree to which CS education research draws theory from the behavioral sciences themselves and from outside CS by analogy, as well the sorts of theoretical themes that are prevalent in the research, and shifts over time in this composition [7]. Other literature reviews have created similar categorizations of different types of computer science education research [9,18].…”

Theoretical underpinnings of computing education research

“…Other surveys include that of Joy et al [13], who categorized content, considering particularly where certain kinds of work were published, and that of Kinnunen et al [14], who looked at the pedagogical focuses of the papers published in ICER.…”