Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use
Metacognition and Self-Regulation in Programming Education: Theories and Exemplars of Use
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编程教育中的元认知和自我调节：理论和使用范例
DOI：
10.1145/3487050
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发表时间：
2022
影响因子：
2.4
通讯作者：
Prather, James
中科院分区：
文献类型：
--
作者：
Loksa, Dastyni;Margulieux, Lauren;Becker, Brett A.;Craig, Michelle;Denny, Paul;Pettit, Raymond;Prather, James
元认知和自我调节是成功学习的重要技能，几十年来在通识教育文献中得到了广泛的讨论和研究。最近，人们越来越有兴趣了解元认知和自我调节技能如何有助于学生在计算机教育背景下取得成功。本文对计算机编程背景下的元认知和自我调节工作进行了彻底的系统回顾，并对以某种方式利用的理论进行了深入讨论。我们还讨论了计算机教育之外的文献（例如心理学和教育学）中一些尚未在编程教育中应用的著名元认知和自我调节理论。在我们的调查中，我们建立了一个关于编程教育中元认知和自我调节的综合论文语料库，然后采用向后滚雪球的方式对计算机教育之外的基础理论进行更深入的检验，其中一些理论已经在编程教育中进行了探索，而另一些则尚未被应用。此外，我们对计算机教育界使用这些理论的方式进行了新的观察，并就元认知和自我调节如何帮助未来的编程教育提供建议。特别是，我们讨论了使用现有理论来支持其设计和结果讨论的研究范例，以及在编程教育背景下提出自己的元认知理论的研究。读者还会发现这篇文章是一个有用的资源，可以帮助编程课程的学生制定有效的元认知和自我调节策略。
Metacognition and self-regulation are important skills for successful learning and have been discussed and researched extensively in the general education literature for several decades. More recently, there has been growing interest in understanding how metacognitive and self-regulatory skills contribute to student success in the context of computing education. This article presents a thorough systematic review of metacognition and self-regulation work in the context of computer programming and an in-depth discussion of the theories that have been leveraged in some way. We also discuss several prominent metacognitive and self-regulation theories from the literature outside of computing education—for example, from psychology and education—that have yet to be applied in the context of programming education.In our investigation, we built a comprehensive corpus of papers on metacognition and self-regulation in programming education, and then employed backward snowballing to provide a deeper examination of foundational theories from outside computing education, some of which have been explored in programming education, and others that have yet to be but hold much promise. In addition, we make new observations about the way these theories are used by the computing education community, and present recommendations on how metacognition and self-regulation can help inform programming education in the future. In particular, we discuss exemplars of studies that have used existing theories to support their design and discussion of results as well as studies that have proposed their own metacognitive theories in the context of programming education. Readers will also find the article a useful resource for helping students in programming courses develop effective strategies for metacognition and self-regulation.
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