Student Explanations in the Context of Computational Science and Engineering Education
Student Explanations in the Context of Computational Science and Engineering Education
复制标题
计算科学与工程教育背景下的学生解释
DOI：
10.1080/07370008.2018.1539738
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发表时间：
2019
影响因子：
3.3
通讯作者：
M. Falk
中科院分区：
文献类型：
--
作者：
Camilo Vieira;Alejandra J. Magana;Anindya Roy;M. Falk
摘要 对学生来说，创建解释是一个重要的过程，不仅可以在新颖信息和背景知识之间建立联系，而且能够传达他们对任何给定主题的理解。本文探讨了学生在计算科学和工程背景下的解释，计算科学和工程是一个重要的跨学科领域，使科学家和工程师能够解决复杂的问题。具体来说，本研究探讨：(a) 学生对编程代码进行书面解释的方法；(b) 学生的解释与其计算机编程能力之间的关系。学生为 3 个 MATLAB® 工作示例编写代码注释，并使用编码方案对这些示例进行定性分析。使用层次聚类分析确定了不同的自我解释方法，并使用方差分析确定了学生计算机编程能力的差异。由此产生的自我解释方法是：原始解决方案、机械式、基于原则、有限和基于目标。研究结果表明，有经验的学生会编写简单的代码注释来进行自我解释，但计算机编程能力较低的学生会编写更全面的解释，因为他们可能会将其视为学习机会。
Abstract Creating explanations is an important process for students, not only to make connections between novel information and background knowledge, but also to be able to communicate their understanding of any given topic. This article explores students’ explanations in the context of computational science and engineering, an important interdisciplinary field that enables scientists and engineers to solve complex problems. Specifically, this study explores: (a) students’ approaches to create written explanations of programing code and (b) the relationship between students’ explanations and their ability to do computer programing. Students wrote in-code comments for 3 MATLAB® worked-examples, which were qualitatively analyzed using a coding scheme. Different approaches to self-explain were identified using hierarchical cluster analysis, and differences in students’ ability to do computer programing were identified using analysis of variance. The resulting approaches to self-explain were: original solution, mechanistic, principle-based, limited, and goal-based. The findings suggest that experienced students wrote simple in-code comments to self-explain, but students with lower ability to do computer programing wrote more comprehensive explanations, as they may take this as a learning opportunity.