Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study
Promoting a Growth Mindset in CS1: Does One Size Fit All? A Pilot Study
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在 CS1 中促进成长心态：一刀切吗？
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Susan Bergin
中科院分区：
文献类型：
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作者：
Keith Quille;Susan Bergin
本文介绍了在CS 1进行的试点干预，在2016-2017学年。干预措施是根据德韦克的工作，促进增长部长会议，努力提高性能的介绍性节目。该研究还检查了前一年的数据（作为对照组），以比较和对比结果。记录了控制组和治疗组与程控性能相关的多个因素，在整个过程中以多个间隔进行测量，以监测实施试点干预时的变化。这项研究发现，部署干预措施后，程控性能显著提高。然而，尽管给药组的性能增加，但平均Mind未显著变化为生长Mind（复制Cutts et al，2010的结果）。为了进一步探索这一发现，使用k均值聚类进行了初步的更深入的调查。调查发现，干预措施促进了一些学生的成长和其他人的固定Minecraft的Minecraft。这一发现是很重要的教育工作者考虑干预开发或实施Minerals，并表明Minerals干预可能不适合所有的学习者。
This paper describes a pilot intervention conducted in CS1, in the academic year of 2016-2017. The intervention was based on the work of Dweck, promoting a growth Mindset in an effort to increase performance in introductory programming. The study also examined data from a previous year (as a control group) to compare and contrast the results. Multiple factors related to programming performance were recorded with the control and treatment group, which were measured at multiple intervals throughout the course, to monitor changes as the pilot intervention was implemented. This study found a significant increase in programming performance when the intervention was deployed. However, although performance increased for the treatment group, the average Mindset did not significantly change towards a growth Mindset (replicating the findings of Cutts et al, 2010). To further explore this finding, a preliminary deeper investigation using k-means clustering was carried out. The investigation found that the intervention promoted a growth Mindset for some student profiles and a fixed Mindset for others. This finding is important for educators considering intervention development or implementation of Mindset, and demonstrates that a Mindset intervention may not be suitable for all learners.