Programming, Problem Solving, and Self-Awareness: Effects of Explicit Guidance
Programming, Problem Solving, and Self-Awareness: Effects of Explicit Guidance
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编程、问题解决和自我意识：明确指导的效果
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
M. Burnett
中科院分区：
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作者：
Dastyni Loksa;Amy J. Ko;W. Jernigan;A. Oleson;Christopher J. Mendez;M. Burnett
越来越多的人正在学习编程，但大多数学习机会并没有明确地教授成功解决开放式编程问题所需的解决问题的技能。在本文中，我们提出了一种新的方法来传授这些技能，包括：1）关于编程问题解决的明确指导，其将编码框定为将问题和解决方案的心理表征转化为源代码的过程，2）通过六个问题解决阶段可视化和监控进展的方法，3）明确，按需提示学习者在寻求教师帮助时反思他们的策略，以及4）嵌入在代码编辑器中的上下文敏感帮助，其加强了问题解决指导。我们对48名高中生进行了为期两周的网络开发夏令营，通过实验评估了我们干预的效果，发现干预提高了生产力，独立性，编程自我效能，元认知意识和成长心态。我们讨论了这些结果对学习技术和课堂教学的影响。
More people are learning to code than ever, but most learning opportunities do not explicitly teach the problem solving skills necessary to succeed at open-ended programming problems. In this paper, we present a new approach to impart these skills, consisting of: 1) explicit instruction on programming problem solving, which frames coding as a process of translating mental representations of problems and solutions into source code, 2) a method of visualizing and monitoring progression through six problem solving stages, 3) explicit, on-demand prompts for learners to reflect on their strategies when seeking help from instructors, and 4) context-sensitive help embedded in a code editor that reinforces the problem solving instruction. We experimentally evaluated the effects of our intervention across two 2-week web development summer camps with 48 high school students, finding that the intervention increased productivity, independence, programming self-efficacy, metacognitive awareness, and growth mindset. We discuss the implications of these results on learning technologies and classroom instruction.