“I remember how to do it”: exploring upper elementary students’ collaborative regulation while pair programming using epistemic network analysis
“I remember how to do it”: exploring upper elementary students’ collaborative regulation while pair programming using epistemic network analysis
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“我记得怎么做”：探索高年级学生的协作调节，同时使用认知网络分析进行结对编程
DOI：
10.1080/08993408.2022.2044672
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发表时间：
2022
影响因子：
2.7
通讯作者：
Wiebe, Eric
中科院分区：
文献类型：
--
作者：
Vandenberg, Jessica;Lynch, Collin;Boyer, Kristy Elizabeth;Wiebe, Eric
背景与情境学生对电脑的自我效能感会影响他们对相关任务和课程的参与。自我效能感可能会受到学生最初的经验和接触计算机科学（CS）活动的影响。此外，学生对某一学科的兴趣可能会影响他们有效管理该领域学习的能力。本研究旨在探讨小学高年级学生在结对编程过程中合作性话语和规范性话语中的自我效能和概念理解，并对四、五年级学生进行为期五周的合作性话语干预，收集学生的合作性话语态度和概念理解的自我报告数据。以及成绩单的二分体说话，而解决问题的一对programming task.FindingsThe学生的自我报告的数据，由二分体组织，分为三类的基础上二分体的CS自我效能感和概念理解分数。从内部和跨案例分析的结果揭示了一系列的方式二人的自我效能和CS概念的理解影响他们的合作和规范discourse.ImplicationsRecommendations从业者和研究人员提供。我们建议高年级学生学习生产性分歧和如何同伴模型。此外，我们的研究结果可以帮助从业者以各种方式将学生分组。
Background and ContextStudents’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming.ObjectiveWe wanted to explore upper elementary students’ self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming.MethodWe implemented a five-week CS intervention with 4th and 5th grade students and collected self-report data on students’ CS attitudes and conceptual understanding, as well as transcripts of dyads talking while problem solving on a pair programming task.FindingsThe students’ self-report data, organized by dyad, fell into three categories based on the dyad’s CS self-efficacy and conceptual understanding scores. Findings from within- and cross-case analyses revealed a range of ways the dyads’ self-efficacy and CS conceptual understanding affected their collaborative and regulated discourse.ImplicationsRecommendations for practitioners and researchers are provided. We suggest that upper elementary students learn about productive disagreement and how to peer model. Additionally, our findings may help practitioners with varied ways to group their students.
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影响因子：
2
作者：
Y. Okada;T. Matsuda
通讯作者：
T. Matsuda
当前的计算危机：真正的问题是什么？
DOI：
--
发表时间：
2007
期刊：
Technical Symposium on Computer Science Education
影响因子：
--
作者：
L. Cassel;A. McGettrick;M. Guzdial;E. Roberts
通讯作者：
E. Roberts
影响因子：
7.2
作者：
J. Potter
通讯作者：
J. Potter
影响因子：
3.7
作者：
E. Panadero;P. Kirschner;Sanna Järvelä;Jonna Malmberg;H. Järvenoja
通讯作者：
E. Panadero;P. Kirschner;Sanna Järvelä;Jonna Malmberg;H. Järvenoja
影响因子：
4.9
作者：
N. Webb;Jonathan D. Troper;Randy Fall
通讯作者：
N. Webb;Jonathan D. Troper;Randy Fall