Defining Tinkering Behavior in Open-ended Block-based Programming Assignments
Defining Tinkering Behavior in Open-ended Block-based Programming Assignments
复制标题
定义开放式基于块的编程作业中的修补行为
DOI：
10.1145/3287324.3287437
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发表时间：
2019
期刊：
影响因子：
--
通讯作者：
T. Barnes
中科院分区：
文献类型：
--
作者：
Yihuan Dong;S. Marwan;Veronica Catété;T. Price;T. Barnes
修补林已被证明对开放式制作活动的学生有积极的影响。基于块的编程中的开放式编程作业类似于制定活动，因为它们俩都鼓励学生使用工具来修补自己的解决方案以实现目标。但是，以前关于编程中修补的研究讨论了修补作为一个广泛，模棱两可的术语，并仅研究了自我报告的数据。据我们所知，没有研究研究学生修补行为，同时解决了基于块的编程环境中的问题。在该职位论文中，我们提出了一个定义，用于在基于块的编程环境中进行修补，以作为学生在解决问题期间测试，探索和挣扎时表现出的一种行为。我们介绍了从学生数据中得出的三个一般修补行为（基于测试，基于原型的基于原型，基于施工的修补）的类别，并用例研究表明学生如何在解决问题的问题中表现出这些行为。我们使用混合方法研究设计创建了定义，该设计将文献综述与数据驱动的见解相结合，从基于块的编程环境ISNAP中的两个开放式编程分配中提交的见解。我们讨论每种修补行为对学习的含义。我们的研究和结果是该领域的第一个根据基于块的编程环境中的学生行为来定义修补的第一个。
Tinkering has been shown to have a positive influence on students in open-ended making activities. Open-ended programming assignments in block-based programming resemble making activities in that both of them encourage students to tinker with tools to create their own solutions to achieve a goal. However, previous studies of tinkering in programming discussed tinkering as a broad, ambiguous term, and investigated only self-reported data. To our knowledge, no research has studied student tinkering behaviors while solving problems in block-based programming environments. In this position paper, we propose a definition for tinkering in block-based programming environments as a kind of behavior that students exhibit when testing, exploring, and struggling during problem-solving. We introduce three general categories of tinkering behaviors (test-based, prototype-based, and construction-based tinkering) derived from student data, and use case studies to demonstrate how students exhibited these behaviors in problem-solving. We created the definitions using a mixed-methods research design combining a literature review with data-driven insights from submissions of two open-ended programming assignments in iSnap, a block-based programming environment. We discuss the implication of each type of tinkering behavior for learning. Our study and results are the first in this domain to define tinkering based on student behaviors in a block-based programming environment.