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1.
Colleen M. Lewis 《Computer Science Education》2013,23(2):105-134
This study investigates differences between collaboration methods in two summer enrichment classes for students entering the sixth grade. In one treatment, students used pair programming. In the other treatment, students engaged in frequent collaboration, but worked ontheir own computer. Students in the two treatments did not differ significantly in their performance on daily quizzes or responses to attitudinal survey questions. However, the students who worked on their own computer completed exercises more quickly than those using pair programming. This study compares two learning environments with high levels of collaboration to isolate aspects of pair programming that are and are not responsible for the reported success of educational research focused on pair programming. This study expands our understanding of pair programming by moving beyond simplistic comparisons of learning environments with and without collaboration and by extending pair programming research to elementary school students. 相似文献
2.
James E. Tomayko 《Computer Science Education》2013,23(3):213-222
Even though convinced of their efficacy, software development managers are looking for ways to reduce the cost of inspections. Recent work shows that inspections by two engineers have as good results as by using a larger team of five. This indicates that pair programming might be effective as an inspection technique, as other research shows that a meeting is not necessarily better than not meeting. An experiment was conducted to see if pair programming reduces defects more than formal inspections. Results indicate that pair programming is more effective. A defect rate of 9.6 per thousand lines of code, much lower than that of a heavier method, were achieved. The implications for teaching are explored. 相似文献
3.
结对编程是敏捷地和基于实践的软件开发方法。在程序设计课程的传统实践教学中,学生之间往往缺乏彼此的有效互动,从而不能完成实践教学的任务,甚至失去对课程的信心。笔者提出一种将结对编程运用于程序设计语言实践教学中的方案,并通过实验证明该方案可以有效提高学生的学习效率。 相似文献
4.
This paper reports on a qualitative study that examined how pair programming shapes the experience of secondary school girls taking IT as a subject, with respect to their enjoyment of programming and the subject itself. The study involved six Grade 11 girls who were doing solo programming in Grade 10 and pair programming in their following Grade. The results showed that the girls enjoyed the subject more when programming in pairs due to improved comprehension of the task. They especially enjoyed the socialization and communication brought about by pair programming. The assistance, support, motivation, focus and encouragement they received from partners when stuck or while fixing errors made the programming experience more enjoyable for them. The increased enjoyment brought about by pair programming resulted in the perception of greater learning in the subject IT and also to greater interest in it. It also led to greater persistence in dealing with problems. Pair programming should be implemented right from the start of Grade 10 since it may lead to greater enjoyment of programming and the subject IT in general. The approach may also lead to more girls being attracted to the subject. 相似文献
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6.
Addison Y. S. Su Stephen J. H. Yang Wu‐Yuin Hwang Chester S. J. Huang Ming‐Yu Tern 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):647-665
For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students’ Scratch programming performance. This inability to readily identify tutoring tools has become one of the primary challenges addressed in Scratch programming studies. To cope with this problem, we propose an innovative approach, which combines an Annotation‐based Scratch Programming (ASP) tool with the problem‐solving‐based teaching approach in Scratch programming pedagogy. The ASP tool was developed to enable students to create, review and share Scratch programming and homework annotations. In a quasi‐experimental study, we have evaluated Scratch programming pedagogy at a North Taiwanese elementary school to investigate the effects of instructional‐tools‐supported programming instructional modes on Scratch programming performance. The experimental results show that students who received ASP tool support in conjunction with a problem‐solving‐based teaching approach performed significantly better than the other groups. Based on our findings, the innovative approach was believed to play an important role in improving the learning patterns of younger pupils. Therefore, we suggest that teachers consider incorporating the innovative method into their teaching environments in order to boost students’ learning achievements in the area of Scratch programming and the subsequent learning process. 相似文献
7.
Using Extreme Programming in the Software Design Course 总被引：1，自引：0，他引：1
This is a report on an effort to bring the practices of the Extreme Programming methodology into a Software Design course. Two teams of 11 members followed many of those practices in developing their semester projects. We described the practices required of the development teams, those encouraged, and those that were not easily simulated. Near the end of the semester the students were asked to answer questions about how well each practice had served the process. Summaries and examples of their responses along with the instructor's observations are presented as an evaluation of this approach. The main conclusions are that pair programming is generally powerful and popular, and that it is difficult to make upper level students write tests prior to writing code. Suggestions for what might be done differently to better simulate the Extreme Programming methodology are included. The foremost suggestion is to teach a “test first” approach in all programming courses. 相似文献
8.
Experiments with Industry's “Pair-Programming” Model in the Computer Science Classroom 总被引：1，自引：1，他引：0
Anecdotal evidence from several sources, primarily in industry, indicates that two programmers working collaboratively on the same design, algorithm, code, or test perform substantially better than the two working alone. Two courses taught at the University of Utah studied the use of this technique, often called pair-programming or collaborative programming, in the undergraduate computer science classroom. The students applied a positive form of “pair-pressure” on each other, which proved beneficial to the quality of their work products. The students also benefit from “pair-learning,” which allowed them to learn new languages faster and better than with solitary learning. The workload of the teaching staff is reduced because the students more often look to each other for technical support and advice. 相似文献
9.
在高校非计算机专业的VB程序设计公共课教学中,由于大部分学生对程序语言以及程序结构缺乏知识准备而难以达到对程序设计的深层认知,相对于沉浸于代码世界的程序员更是难以望其项背.为了在有限的教学时间内达到更好的教学效果,以沉浸理论（F low）为基础,对教学过程进行了分析,并力图从程序设计本身发现提高教学绩效的途径,最终实现对程序设计认识的本质回归以及对程序设计思想的价值认同. 相似文献
10.
We investigate the strategies used by 64 advanced secondary mathematics students to identify whether a given pair of polynomial representations (graphs, tables, or equations) corresponded to the same function on an assessment of coordinating representations. Participants also completed assessments of domain-related knowledge and background skills. Cluster analysis of strategies by representation pair revealed patterns in the participants' strategy use. Two clusters were identifiable on tasks that required matching equations to graphs and graphs to tables. We identified overlap between these two clusters, suggesting that while the representation pair influenced strategy choice, there was also a general distinction between students who used more and less sophisticated strategies. However, students who used more sophisticated coordination strategies were similar to the others on measures of domain-specific knowledge or background skills. We consider implications for future investigations testing interventions to promote coordinating representations. 相似文献
11.
抽取数控加工专业学生66人,利用眼动追踪技术进行实验研究,结果表明：实训教学影响被试的解题效率,经过实训教学的被试解题效率更高;实训教学影响被试的眼动模式,经过实训教学的被试比未经过实训教学的被试的注视次数、眨眼次数更少;实训教学会影响到被试对零件图观看的重点,相比之下,经过实训教学的被试在阅读零件图时更多地从零件的加工工艺上考虑.鉴于实训教学对学生掌握数控技能的帮助,教学上可多采用类似于实训教学的方式,在数控理论讲授时应与多媒体情景教学和数控仿真教学相结合. 相似文献
12.
This paper describes the delivery of a computer networks course with accompanying materials and software. The course is offered at the fourth-year undergraduate level, and has few formal pre-requisites, other than general programming skills. There is a substantial architectural and coding component to any practical course on networks, and it is important to challenge the experienced and knowledgeable students without making the material too difficult for the inexperienced students who have minimal experience in programming practical applications. Some students have an industrial background and are expecting to build practical working applications. At the other extreme are students with no exposure to operating system principles, and therefore lacking pertinent knowledge, such as concurrency concepts. Our programming framework provides an event-polling approach to avoid the complexity of more general concurrency techniques. Protocol layers are implemented with data types and use a finite state machine model to control their behaviors. The resulting course offers code structure and support to students with minimal background, without sacrificing pertinent concepts, and provides the ability to construct elaborate network applications using the coding structures introduced in the course. 相似文献
13.
Computer games are quickly gaining momentum by enabling new approaches to teaching and learning experience for programming courses in K-12 curriculum. However, it remains unclear if the game interface and elements created by using three-dimensional (3D) virtual worlds combined with visual programming languages or a visual programming environment can affect students’ learning performance. This quasi-experimental study presents evidence about how a game can assist boys and girls to gain a greater understanding on skills related to CT for developing, implementing and transforming their solution plans into code based on their computational problem-solving strategies. A total of fifty (n?=?50) high school students who volunteered to participate in this study divided into a control group (n?=?25) and an experimental (n?=?25) group that used Scratch and OpenSim with the Scratch4SL palette, respectively to propose their solutions for the same problem-solving tasks via a simulation game. The study findings indicate substantial differences and important points of view about students’ learning performance by assessing their computational problem-solving strategies. Students from the experimental group performed significantly better both in measures of problem-solving and algorithmic thinking. Mean scores on post-questionnaires from the experimental group revealed improvements higher than their control group counterparts in two aspects. First, students of the former group created more complete computational instructions with rules to be specified and delivered the learning goals. Second, students of the same group proposed and applied more correct computational concepts and practices in code. Finally, this study discusses the implications for designing learning experiences using OpenSim with Scratch4SL. 相似文献
14.
Wilfred W. F. Lau Allan H. K. Yuen 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(4):696-712
Computer programming has been taught in secondary schools for more than two decades. However, little is known about how students learn to program. From the curriculum implementation perspectives, learning style helps address the issue of learner differences, resulting in a shift from a teacher-centred approach to a learner-focused approach. This study aims to investigate the effects of gender and learning styles on computer programming performance. The Gregorc Style Delineator (GSD) was employed to measure learning styles. A test was administered to assess students' programming performance. Two hundred and seventeen secondary school students of age from 14 to 19 participated in this study. Results indicated that no gender differences in programming performance were found after controlling for the effect of student ability. Academic ability had a differential effect on programming knowledge. Sequential learners in general performed better than random learners. These results suggest the importance of the ordering dimension of the GSD in influencing programming performance. Implications of the findings in relation to programming pedagogy are discussed in this paper. 相似文献
15.
Recent increased interest in computational thinking poses an important question to researchers: What are the best ways to teach fundamental computing concepts to students? Visualization is suggested as one way of supporting student learning. This mixed-method study aimed to (i) examine the effect of instruction in which students constructed visualizations on students’ programming achievement and students’ attitudes toward computer programming, and (ii) explore how this kind of instruction supports students’ learning according to their self-reported experiences in the course. The study was conducted with 58 pre-service teachers who were enrolled in their second programming class. They expect to teach information technology and computing-related courses at the primary and secondary levels. An embedded experimental model was utilized as a research design. Students in the experimental group were given instruction that required students to construct visualizations related to sorting, whereas students in the control group viewed pre-made visualizations. After the instructional intervention, eight students from each group were selected for semi-structured interviews. The results showed that the intervention based on visualization construction resulted in significantly better acquisition of sorting concepts. However, there was no significant difference between the groups with respect to students’ attitudes toward computer programming. Qualitative data analysis indicated that students in the experimental group constructed necessary abstractions through their engagement in visualization construction activities. The authors of this study argue that the students’ active engagement in the visualization construction activities explains only one side of students’ success. The other side can be explained through the instructional approach, constructionism in this case, used to design instruction. The conclusions and implications of this study can be used by researchers and instructors dealing with computational thinking. 相似文献
16.
Bruria Haberman 《Computer Science Education》2013,23(1):37-53
Recursion is a central concept in computer science, yet it is difficult for beginners to comprehend. Israeli high-school students learn recursion in the framework of a special modular program in computer science (Gal-Ezer & Harel, 1999). Some of them are introduced to the concept of recursion in two different paradigms: the procedural programming paradigm and the logic programming (LP) paradigm. Here we discuss the implication of first learning recursion in LP on the students’ understanding of the concept. The declarative approach for teaching recursion in logic programming seems to enhance students’ recursion comprehension. We found that students who learned recursion in LP before learning it in a procedural paradigm differed, in terms of their mental models of recursion, from those who were acquainted with recursion in procedural programming only. More of the LP students possessed an adequate model of recursion as a process than did the non-LP students. Moreover, the LP students also attained a unique conception of recursion as a tool for knowledge representation. 相似文献
17.
We investigate how the benefits of publicly financed higher education in Turkey are distributed among students with different socioeconomic backgrounds. We use a dataset from a nationally representative sample of university entrance exam takers together with data on government subsidies to public universities. We compare the characteristics of students who succeed in the exam to those who do not and those who enter public universities to those who go to private ones. Our econometric analyses based on a three-stage selection model reveal that students from wealthier and more educated families are more likely to be successful at university entrance. Unlike the findings in other countries, students who enroll in private universities come from higher income and more educated families. Among those who enter public universities, students from higher income and better educated families are more likely to go to universities that receive larger subsidies from the government. 相似文献
18.
Carrie J. Furrer Joseph W. Suggs 《Journal of Education for Students Placed at Risk》2013,18(3):149-164
Over a decade of research has demonstrated the positive effects of extended school day programs on various elementary and middle school student outcomes, both in the short and long term. The efficacy of extended school day programs in promoting academic outcomes among high school students is less well understood. This study contributes to the existing literature by examining school attendance, credit attainment, and standardized reading and math scores in a group of students at risk of academic failure who participated in extended school day programming. The study compared their outcomes to those of a group of demographically similar students who did not participate in the program. The extended school day program is provided within a full-service Schools Uniting Neighborhoods (SUN) Community School (CS) in the Portland, Oregon metropolitan area. Results suggest an advantage for SUN students in terms of better school attendance and earning credits toward graduation, but not in terms of standardized test scores. Implications for future research and extended school day policy are discussed. 相似文献
19.
郭亚庆 《十堰职业技术学院学报》2013,26(1):110-112
算法是程序设计的灵魂,也是语言课教学的难点,在教学法过程中,如果能加以计算机辅助教学,可以提高教学效果,同时编写这样的程序可大大增强学生的学习兴趣,提高学生的编程能力。由于算法比较抽象,因此要理解和掌握其中的原理就比较困难。本文通过对二分查找法的动态演示,让学生能更好地了解算法的来龙去脉,抓住算法的本质,从而激发起对程序设计这门课的学习兴趣。 相似文献
20.
Learning computer programming is difficult for many students. Distance education students in particular often have problems as the difficulty of the course content is compounded by the problems of isolation from other students and their tutor. This paper reports an investigation of distance education student performance in an introductory computer programming course. The aim of the study was to develop a better understanding of the factors associated with academic success, withdrawal or failure and to attempt to identify students at risk of non‐completion. Some implications for teaching computer programming externally are discussed. 相似文献