Identifying computer science self-regulated learning strategies
Identifying computer science self-regulated learning strategies
复制标题
识别计算机科学自我调节学习策略
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Nickolas J. G. Falkner
中科院分区：
文献类型：
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作者：
K. Falkner;R. Vivian;Nickolas J. G. Falkner
计算机科学专业的学生努力开发基本的编程技能和软件开发过程。对于成功的掌握而言，至关重要的是发展学科特定的认知和元认知技能，包括自我调节。我们可以通过确定和阐明特定学科环境的成功自我调节的学习策略来帮助学生进行反思和自我调节的过程。但是，为了做到这一点，我们必须对那些成功的纪律特定策略建立了解，并且很容易被学生采用。
在本文中，我们分析了从入门软件开发课程中分析学生的思考，并确定了自我调节的学习策略的使用，这些学习策略要么是软件开发领域的特定，要么在这种情况下阐明。这项研究有助于了解计算机科学学生如何在学科中发展学习技能，并提供指导脚手架活动以帮助学习发展的示例。
Computer Science students struggle to develop fundamental programming skills and software development processes. Crucial to successful mastery is the development of discipline specific cognitive and metacognitive skills, including self-regulation. We can assist our students in the process of reflection and self-regulation by identifying and articulating successful self-regulated learning strategies for specific discipline contexts. However, in order to do so, we must develop an understanding of those discipline-specific strategies that are successful and can be readily adopted by students.
In this paper, we analyse student reflections from an introductory software development course, identifying the usage of self-regulated learning strategies that are either specific to the software development domain, or articulated in that context. This study assists in the understanding of how Computer Science students develop learning skill within the discipline, and provides examples to guide the development of scaffolding activities to assist learning development.