The teaching of novice computer programmers: bringing the scholarly-research approach to Australia
The teaching of novice computer programmers: bringing the scholarly-research approach to Australia
复制标题
新手计算机程序员的教学：将学术研究方法引入澳大利亚
DOI：
--
复制
发表时间：
2008
期刊：
影响因子：
--
通讯作者：
Jacqueline L. Whalley
中科院分区：
文献类型：
--
作者：
T. Clear;J. Edwards;R. Lister;B. Simon;Errol Thompson;Jacqueline L. Whalley
BRACElet是一个多机构的多国研究，研究新手程序员如何理解和编写计算机程序。本文回顾了BRACElet项目的第一个行动研究周期，并在此过程中为即将到来的第二个周期绘制了路径。该项目仍然接近教育实践，大部分数据要么是直接从新手参加的考试中收集的数据，要么是来自大声思考协议的数据，其中新手或专家承担的任务是以考试问题为模型的。第一个行动研究周期根据SOLO分类法分析数据。从有声思维的反应中，作者发现，教育工作者倾向于表现出一个小的阅读问题的SOLO关系的反应，而学生倾向于表现出一个多结构的反应。此外，那些表现出关系反应的学生在考试中的总体表现往往比表现出多结构反应的学生更好。第二个行动研究周期将探讨阅读代码的能力和编写代码的能力之间的关系。除了报告BRACElet项目本身，本文还邀请机构和个人加入BRACElet项目的第二个行动研究周期。
BRACElet is a multi-institutional multi-national research study of how novice programmers comprehend and write computer programs. This paper reviews the first action research cycle of the BRACElet project and, in the process, charts a path for the upcoming second cycle. The project remains close to educational practice, with much of the data being either data collected directly from exams sat by novices, or data from think-out-loud protocols where the task undertaken by a novice or an expert is modelled on an exam question. The first action research cycle analysed data in terms of the SOLO taxonomy. From think-aloud responses, the authors found that educators tended to manifest a SOLO relational response on small reading problems, whereas students tended to manifest a multistructural response. Furthermore, those students who manifested a relational response tended to do better overall in the exam than students who manifested a multistructural response. The second action research cycle will explore the relationship between the ability to read code and the ability to write code. Apart from reporting on the BRACElet project itself, this paper serves as an invitation for institutions and individuals to join the second action research cycle of the BRACElet project.