Evaluating a Pedagogy for Improving Conceptual Transfer and Understanding in a Second Programming Language Learning Context
Evaluating a Pedagogy for Improving Conceptual Transfer and Understanding in a Second Programming Language Learning Context
复制标题
评估在第二编程语言学习环境中改善概念迁移和理解的教学法
DOI：
--
复制
发表时间：
2021
期刊：
影响因子：
--
通讯作者：
Mary Ellen Foster
中科院分区：
文献类型：
--
作者：
Ethel Tshukudu;Q. Cutts;Mary Ellen Foster
新手程序员在学习第二种或后续编程语言（PL）时面临迁移挑战。虽然这些迁移的挑战是已知的，最少的注意力是开发一个教学模式，可以指导教育工作者在改善课堂上的迁移。因此，我们提出了一种迁移教学法，使用隐式，显式和桥接技术，与编程语言迁移模型（MPLT）的预测。为了评估这种教学方法，我们对62名从Python过渡到Java的二年级本科生进行了一项跨学科研究。这项研究持续了Java课程的前两个半星期。我们提供了定量和定性的结果，这种教学方法对学习编程概念的影响，在新的Java语言。我们还报告讲师的意见，使用教学法。结果表明，在后测中，采用迁移教学法的学生在大多数概念上的表现都明显优于控制组。定性结果表明，88%的学生赞赏明确的教学干预，一些学生指出，他们帮助避免迁移错误，使他们更好地理解概念。讲师还赞赏教学法的价值，将其视为帮助学生学习更深入编程概念的机会。然而，他们也报告了一些挑战。这些研究结果表明，迁移教学法是有益的，可以是有价值的第二编程语言的学习。
Near novice programmers face transfer challenges when learning a second or subsequent programming language (PL). Although these transfer challenges are known, minimal attention is given to developing a pedagogic model that can guide educators in improving transfer in the classroom. We therefore propose a transfer pedagogy that uses implicit, explicit, and bridging techniques which align with the Model of Programming Language Transfer (MPLT) predictions. To evaluate this pedagogy, we conducted a between-subject study with a total of 62 second-year undergraduate students who were transitioning from Python to Java. The study was for the duration of the first two and a half weeks of the Java course. We provide the quantitative and qualitative results on the effects of this pedagogy on learning programming concepts in the new Java language. We also report the lecturer’s views on using the pedagogy. The results show that students who used the transfer pedagogy performed significantly better in the post-test than the control group in most concepts. The qualitative results showed that 88% of the students appreciated the explicit teaching interventions, with some students noting they helped with avoiding transfer mistakes and made them understand concepts better. The lecturer also appreciated the value of the pedagogy, taking it as an opportunity to help students learn deeper programming concepts. However, they reported some challenges too. These findings suggest that the transfer pedagogy is beneficial and can be of value to second programming language learning.
先前的语言知识影响内隐语言学习
DOI：
--
发表时间：
--
期刊：
--
影响因子：
--
作者：
Janny Leung (Author)
通讯作者：
Janny Leung (Author)