The Role of Self-Regulation in Programming Problem Solving Process and Success
The Role of Self-Regulation in Programming Problem Solving Process and Success
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自我调节在编程问题解决过程和成功中的作用
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Amy J. Ko
中科院分区：
文献类型：
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作者：
Dastyni Loksa;Amy J. Ko
尽管先前的工作已经调查了编程问题解决的许多方面，但自我调节在解决问题成功中的作用很少受到关注。在本文中，我们为在编程问题解决中的自我调节推理的框架做出了贡献。然后，我们使用此框架来研究37名不同经验的新手程序员如何在一系列编程问题中使用自我调节。我们分析了新手在解决问题期间从事五种自我调节的程度，这种自我调节在参加CS1和CS2的学生之间如何变化，以及自我调节在构建问题解决问题中的作用。然后，我们研究了自我调节和编程错误之间的关系。我们的结果表明，尽管大多数新手都从事自我调节以导航和告知他们解决问题的工作，但这些自我调节工作只有在伴随编程知识足以成功解决给定问题时才有效，并且只有某些类型的自我调节与错误有关。我们讨论了这些发现对解决问题教育学在计算教育中的含义。
While prior work has investigated many aspects of programming problem solving, the role of self-regulation in problem solving success has received little attention. In this paper we contribute a framework for reasoning about self-regulation in programming problem solving. We then use this framework to investigate how 37 novice programmers of varying experience used self-regulation during a sequence of programming problems. We analyzed the extent to which novices engaged in five kinds of self-regulation during their problem solving, how this self-regulation varied between students enrolled in CS1 and CS2, and how self-regulation played a role in structuring problem solving. We then investigated the relationship between self-regulation and programming errors. Our results indicate that while most novices engage in self-regulation to navigate and inform their problem solving efforts, these self-regulation efforts are only effective when accompanied by programming knowledge adequate to succeed at solving a given problem, and only some types of self-regulation appeared related to errors. We discuss the implications of these findings on problem solving pedagogy in computing education.