Effect of Implementing Subgoals in Code.org's Intro to Programming Unit in Computer Science Principles
Effect of Implementing Subgoals in Code.org's Intro to Programming Unit in Computer Science Principles
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在 Code.org 的计算机科学原理编程单元简介中实现子目标的效果
DOI：
10.1145/3415594
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发表时间：
2020
影响因子：
2.4
通讯作者：
Ramilison, Harivololona
中科院分区：
文献类型：
--
作者：
Margulieux, Lauren E.;Morrison, Briana B.;Franke, Baker;Ramilison, Harivololona
子目标学习框架提高了高等教育中新手程序员的表现，但它只开始在K-12（小学/中学）中应用和研究。K-12的编程教育正在增长，许多国际倡议都试图提高参与度，包括计算机科学原理等课程倡议和Code.org等非营利组织。鉴于子目标学习旨在帮助没有先验知识的学生，我们在Code.org的计算机科学原理课程中设计并实施了编程单元介绍中的子目标。重新设计的单元包括以子目标为导向的教学和以子目标为主题的预先编写的评论，学生可以添加到他们的编程活动。为了评估效果，我们比较了接受重新设计的子目标单元的学生与接受原始单元的学生的行为和表现。我们发现，使用子目标学习的学生在解决问题的问题上表现更好，但在知识型问题上表现不佳，并且在开放式回答问题中写得更多，包括AP考试的实践表现任务。此外，至少三分之一的子目标学生在子目标导向教学消失后继续使用子目标评论，这表明他们发现它们很有用。来自教师的调查数据表明，那些在概念上挣扎的学生发现子目标最有用。对未来设计的影响进行了讨论。
The subgoal learning framework has improved performance for novice programmers in higher education, but it has only started to be applied and studied in K-12 (primary/secondary). Programming education in K-12 is growing, and many international initiatives are attempting to increase participation, including curricular initiatives like Computer Science Principles and non-profit organizations like Code.org. Given that subgoal learning is designed to help students with no prior knowledge, we designed and implemented subgoals in the introduction to programming unit in Code.org's Computer Science Principles course. The redesigned unit includes subgoal-oriented instruction and subgoal-themed pre-written comments that students could add to their programming activities. To evaluate efficacy, we compared behaviors and performance of students who received the redesigned subgoal unit to those receiving the original unit. We found that students who learned with subgoals performed better on problem-solving questions but not knowledge-based questions and wrote more in open-ended response questions, including a practice Performance Task for the AP exam. Moreover, at least one-third of subgoal students continued to use the subgoal comments after the subgoal-oriented instruction had been faded, suggesting that they found them useful. Survey data from the teachers suggested that students who struggled with the concepts found the subgoals most useful. Implications for future designs are discussed.
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影响因子：
4.9
作者：
R. Atkinson
通讯作者：
R. Atkinson
使用 SOLO 分类法了解 CS1 中的子目标标签效果
DOI：
10.1145/3291279.3339405
发表时间：
2019
期刊：
Proceedings of the 2019 ACM Conference on International Computing Education Research
影响因子：
--
作者：
Decker, Adrienne;Margulieux, Lauren E.;Morrison, Briana B.
通讯作者：
Morrison, Briana B.
在计算机编程教育中使用子目标
影响因子：
2.7
作者：
L. Margulieux;R. Catrambone;M. Guzdial
通讯作者：
M. Guzdial
改进示例以改进对新问题的迁移
影响因子：
2.4
作者：
R. Catrambone
通讯作者：
R. Catrambone
CS1 中五个核心概念的子目标标记工作示例的设计和试点测试
DOI：
10.1145/3304221.3319756
发表时间：
2019
期刊：
Proceedings of the 2019 ACM Conference on Innovation and Technology in Computer Science Education
影响因子：
--
作者：
Margulieux, Lauren E.;Morrison, Briana B.;Decker, Adrienne
通讯作者：
Decker, Adrienne