Programming Course Design: Phenomenographic Approach to Learning and Teaching
Programming Course Design: Phenomenographic Approach to Learning and Teaching
复制标题
编程课程设计：现象学的学习和教学方法
DOI：
10.1109/latice.2014.30
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发表时间：
2014
期刊：
影响因子：
--
通讯作者：
Neena Thota
中科院分区：
文献类型：
--
作者：
Neena Thota
现象学是一种众所周知的经验研究方法，通常用于调查学生的学习方式。现象学教学法是计划学习和教学活动的教学方法。该理论论文概述了编程现象学研究中的先前研究，并显示了这些研究的结果如何应用于课程设计。然后提出了基于教学和学习的现象学观点的教学原则，这些原则考虑如何将学生的经验与课程目标（相关结构）以及如何运用变异理论联系起来，以专注于学习的关键方面。在此基础上，介绍性的面向对象的编程课程被描述为基于研究的课程设计的一个示例。从运行本课程的经验中获得的见解与计算机科学教育者社区共享，以及那些希望采用现象学观点的人的好处和责任。讨论了对学生体验编程方式差异以及扩大编程课程的需求的越来越多的意识的发展。
Phenomenography is a well-known empirical research approach that is often used to investigate students' ways of learning programming. Phenomenographic pedagogy is an instructional approach to plan learning and teaching activities. This theoretical paper gives an overview of prior research in phenomenographic studies of programming and shows how the results from these research studies can be applied to course design. Pedagogic principles grounded in the phenomenographic perspective on teaching and learning are then presented that consider how to tie students' experiences to the course goals (relevance structure) and how to apply variation theory to focus on the desired critical aspects of learning. Building on this, an introductory object-oriented programming course is described as an example of research-based course design. The insights gained from the experience of running the course are shared with the community of computer science educators, as also the benefits and responsibilities for those who wish to adopt the phenomenographic perspective on learning to plan their teaching. The development of an increased awareness of the variation in students' ways of experiencing programming and the need to broaden the context of the programming course are discussed.