Two-Stage Programming Projects: Individual Work Followed by Peer Collaboration
Two-Stage Programming Projects: Individual Work Followed by Peer Collaboration
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两阶段编程项目：个人工作，然后是同伴协作
DOI：
10.1145/3159450.3159486
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发表时间：
2018
期刊：
影响因子：
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通讯作者：
Yingjun Cao
中科院分区：
文献类型：
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作者：
Lina Battestilli;Apeksha Awasthi;Yingjun Cao
编程项目广泛用于CS1课程，以培养学生的编码技能。为了提高这些项目的学习效果，我们提出并研究了一种特殊的项目格式命名为两阶段的项目，在介绍计算机科学课程。在第一阶段，学生们单独提交他们的编程项目，然后是第二阶段，他们在同一个项目上配对工作，以创建一个改进的解决方案。通过同伴协作，学生们从第一阶段开始审查彼此的工作，并在第二阶段编写风格正确，文档齐全，测试更彻底的代码。我们在项目第二阶段之前和之后使用同构评估来衡量学生对课程材料的理解。结果表明，两阶段的项目往往会提高学生对课程学习目标的理解。我们还研究了学生对两阶段项目的看法和经验，以及他们对计算的信心。学生们喜欢从事两阶段项目，因为他们看到了解决同一问题的新方法，他们喜欢与同龄人讨论。
Programming projects are widely used in CS1 classes to develop students' coding skills. To improve the learning impact of these projects, we propose and study a special project format named two-stage project in an introductory computer science course. For the first stage, students submit their programming projects individually followed by a second stage where they are paired to work on the same project in order to create an improved solution. Through peer collaboration, students review each other's work from the first stage, and write correctly-styled, well-documented, and more thoroughly tested code during the second stage. We used isomorphic assessments before and after the second stage of a project to measure students' understanding of the course material. Results indicate that two-stage projects tend to improve student understanding of course learning objectives. We also studied students' perceptions and experiences with two-stage projects, and their confidence toward computing. Students liked working on two-stage projects because they saw new ways to approach the same problem, and they liked discussions with their peers.