Investigating Novices' In Situ Reflections on Their Programming Process
Investigating Novices' In Situ Reflections on Their Programming Process
复制标题
调查新手对其编程过程的现场反思
DOI：
10.1145/3328778.3366846
复制
发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Ko, Amy J.
中科院分区：
文献类型：
--
作者：
Loksa, Dastyni;Xie, Benjamin;Kwik, Harrison;Ko, Amy J.
先前关于新手程序员自我调节的研究表明，它是不一致且肤浅的，但可以通过直接指导进行训练。然而，之前的工作主要是回顾性地研究自我调节，这依赖于学生记住他们如何调节他们的过程，或者在实验室环境中，限制了研究结果的生态有效性。为了解决这些局限性，我们在 10 周内实地调查了 31 名新手程序员的自我调节情况。我们让他们记录自己的工作日记，然后让他们反思自己的日记。通过对期刊和调查回复的一系列定性分析，我们发现所有参与者都监控了他们的过程并评估了他们的工作，很少有人解释他们正在解决的问题或适应先前的解决方案。我们还发现，一些学生以多种方式自我调节他们的编程，而另一些学生则几乎没有。学生们表示，将反思融入到他们的工作中存在许多困难；有些人完全不知道他们的过程，有些人努力将反思融入他们的过程，还有一些人发现反思与他们的工作相冲突。这些结果表明，编程过程中的自我调节在实践中变化很大，并且教授自我调节技能以提高编程结果可能需要根据学生的自我意识和现有编程实践进行差异化指导。
Prior work on novice programmers' self-regulation have shown it to be inconsistent and shallow, but trainable through direct instruction. However, prior work has primarily studied self-regulation retrospectively, which relies on students to remember how they regulated their process, or in laboratory settings, limiting the ecological validity of findings. To address these limitations, we investigated 31 novice programmers' self-regulation in situ over 10 weeks. We had them to keep journals about their work and later had them to reflect on their journaling. Through a series of qualitative analyses of journals and survey responses, we found that all participants monitored their process and evaluated their work, that few interpreted the problems they were solving or adapted prior solutions. We also found that some students self-regulated their programming in many ways, while others in almost none. Students reported many difficulties integrating reflection into their work; some were completely unaware of their process, some struggled to integrate reflection into their process, and others found reflection conflicted with their work. These results suggest that self-regulation during programming is highly variable in practice, and that teaching self-regulation skills to improve programming outcomes may require differentiated instruction based on students self-awareness and existing programming practices.
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