New CS1 pedagogies and curriculum, the same success factors?
New CS1 pedagogies and curriculum, the same success factors?
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新的 CS1 教学法和课程，相同的成功因素吗？
DOI：
10.1145/2538862.2538897
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Gary Gillespie
中科院分区：
文献类型：
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作者：
Christine Alvarado;C. Lee;Gary Gillespie
新的 CS1 课程和教学法在过去几年中取得了许多积极成果，包括降低失败率和提高长期保留率。考虑到这些积极的成果，问题就变成了传统的经验和信心因素在多大程度上仍然对学生在这些课程中的表现和态度发挥着作用。此外，鉴于越来越多地推荐的协作教学法（例如结对编程）迫使学生在课堂上大部分工作中与同伴互动，同伴的信心对他们自己的态度和表现有多大影响？本文提出了一项调查这些问题的研究。我们发现，以前的经验和信心仍然预示着成功，但仅限于某些学生。我们还发现，学生的信心水平对其同龄人的态度和表现几乎没有影响。
New CS1 curricula and pedagogies have resulted in many positive outcomes over the last several years including lower fail rates and increased long-term retention. Given these positive outcomes, the question becomes how much do the traditional factors of prior experience and confidence still play a role in students' performance in and attitudes about these courses' Furthermore, given that increasingly recommended collaborative pedagogies (e.g. pair programming) force students to interact with their peers for a large percentage of their work in the class, how much does the confidence of their peers affect their own attitudes and performance? This paper presents a study investigating these questions. We find that prior experience and confidence still predict success, but only for some students. We also find that student confidence levels have little to no impact on the attitudes and performance of their peers.