Employing subgoals in computer programming education
Employing subgoals in computer programming education
复制标题
在计算机编程教育中使用子目标
作者：
L. Margulieux;R. Catrambone;M. Guzdial
技术迅速融入我们的职业和个人生活，使得许多教育系统无法应对大量寻求计算机教育的人的涌入。为了改善计算机教育，我们正在应用已经为其他程序领域开发的技术。本研究采用这样的技术，子目标标记工作实例，探讨是否会提高编程教学。前两个在实验室进行的实验表明，干预提高了大学生学习者解决问题的表现，并影响了学习者解决问题的方式。第三个实验表明，干预在在线学习环境中对在职K-12教师有类似的效果，也许更强，他们想成为有资格教授计算机课程的教师。通过实施这一子目标干预作为教育工作者自我教育和学生教育的工具，教育系统可以改善计算机教育，并使学习者更好地为日益技术化的世界做好准备。
Abstract The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners’ problem-solving performance and affects how learners approach problem-solving. The third experiment demonstrates that the intervention has similar, and perhaps stronger, effects in an online learning environment with in-service K-12 teachers who want to become qualified to teach computing courses. By implementing this subgoal intervention as a tool for educators to teach themselves and their students, education systems could improve computing education and better prepare learners for an increasingly technical world.