First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts
First Things First: Providing Metacognitive Scaffolding for Interpreting Problem Prompts
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首先要事：为解释问题提示提供元认知支架
DOI：
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Krista Masci
中科院分区：
文献类型：
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作者：
J. Prather;Raymond Pettit;Brett A. Becker;Paul Denny;Dastyni Loksa;Alani L. Peters;Zachary Albrecht;Krista Masci
在解决编程问题时，新手往往不知道他们在解决问题的过程中处于什么位置。例如，学生谁误解的问题提示将很可能不会形成一个有效的概念模型的任务，并未能取得进展，以工作的解决方案。避免这种错误，并从他们一旦发生恢复，需要元认知技能，使学生能够反映他们的解决问题的过程。基于这些原因，培养元认知意识对初学者来说至关重要。以前的研究表明，明确地教授编程解决问题的关键步骤，并让学生反思他们在解决问题的过程中所处的位置，可以帮助学生完成未来的编程作业。这种元认知意识训练可以通过个人辅导来完成，但是如果没有高比例的教师和学生，则很难实施。我们探索一个更具可扩展性的方法，利用自动化的评估工具，并进行对照实验，看看是否脚手架的解决问题的过程中会增加元认知意识，提高学生的表现。我们收集了控制组和实验组学生提交的所有代码，以及使用有声思维协议直接观察的数据。我们发现，接受干预的学生对问题提示的理解程度更高，更有可能成功完成编程任务。
When solving programming problems, novices are often not aware of where they are in the problem-solving process. For instance, students who misinterpret the problem prompt will most likely not form a valid conceptual model of the task and fail to make progress towards a working solution. Avoiding such errors, and recovering from them once they occur, requires metacognitive skills that enable students to reflect on their problem-solving processes. For these reasons, developing metacognitive awareness is crucially important for novice students. Previous research has shown that explicitly teaching key steps of programming problem-solving, and having students reflect on where they are in the problem-solving process, can help students complete future programming assignments. Such metacognitive awareness training can be done through personal tutoring, but can be difficult to implement without a high ratio of instructors to students. We explore a more scalable approach, making use of an automated assessment tool, and conduct a controlled experiment to see whether scaffolding the problem-solving process would increase metacognitive awareness and improve student performance. We collected all code submissions by students in both control and experimental groups, as well as data from direct observation using a think-aloud protocol. We found that students who received the intervention showed a higher degree of understanding of the problem prompt and were more likely to complete the programming task successfully.