Studying situated learning in a constructionist programming camp: A multimethod microgenetic analysis of one girl's learning pathway
Studying situated learning in a constructionist programming camp: A multimethod microgenetic analysis of one girl's learning pathway
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在建构主义编程训练营中研究情境学习：对一个女孩学习路径的多方法微观遗传分析
DOI：
10.1145/2930674.2930725
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Lisa Quirke
中科院分区：
文献类型：
--
作者：
Katarina Pantic;D. Fields;Lisa Quirke
计算生成的数据已经越来越多地用于提供对建构主义学习环境中的单个学生的学习的见解。然而，这样的研究要么没有考察当地的物理环境的影响，要么把学生带出情境，孤立地研究它们。在本文中，我们探索了一种扩展的方法，以研究如何计算生成的数据的见解可能会被告知或扩大与微观遗传的方法。为了实现这一目标，我们研究了一个10岁的新手女孩在为期一周的Scratch训练营中学习编程，应用微观遗传学方法分析多种形式的数据，从传统的观察和工件文档到频繁的计算生成的保存数据。研究结果强调了这种方法在识别米拉越来越多地参与编码方面的实用性，以及她在Scratch学习经验中的迭代和社会性质。
Computationally generated data have increasingly been used to provide insights into individual students' learning in constructionist learning environments. However, such studies have either missed examining the influence of local, physical environments, or they have taken students out of the situated scenarios to study them in isolation. In this paper, we explore an expanded methodological approach in order to examine how computationally generated data insights can potentially be informed or expanded with a microgenetic approach. To achieve that, we examine one ten-year-old novice girl's learning of programming in a week-long Scratch camp, applying a microgenetic approach to analysis across multiple forms of data, from traditional observational and artifact documentation to frequent, computationally generated save data. The findings highlight the utility of this approach in identifying Mila's growing engagement with coding, as well as the iterative and social nature of her learning experiences with Scratch.
影响因子：
4.1
作者：
Broaders, Sara C.;Cook, Susan Wagner;Goldin-Meadow, Susan
通讯作者：
Goldin-Meadow, Susan