A Comparison of Two Pair Programming Configurations for Upper Elementary Students
A Comparison of Two Pair Programming Configurations for Upper Elementary Students
复制标题
小学生两种结对编程配置的比较
DOI：
10.1145/3328778.3366941
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
Boyer, Kristy Elizabeth
中科院分区：
文献类型：
--
作者：
Tsan, Jennifer;Vandenberg, Jessica;Zakaria, Zarifa;Wiggins, Joseph B.;Webber, Alexander R.;Bradbury, Amanda;Lynch, Collin;Wiebe, Eric;Boyer, Kristy Elizabeth
随着小学生（K-5年级）的计算机科学教育机会的扩大，对这些学生使用结对编程的兴趣越来越大。然而，以前的研究结果并不完全支持它与年轻的学习者使用，一些研究人员已经开始研究是否引入第二台计算机与共享编码工作区可以提供重要的好处。本经验报告描述了一系列的课堂活动，在第四和第五年级（年龄9-11岁）与两个不同的配对编程配置：一台计算机配对编程，其中两个学生共享键盘，鼠标和显示器;和两台计算机配对编程，其中每个学生有一个单独的计算机，但编码的同步通过网络。在这两种情况下，学生们坐在一起，进行面对面的交谈。我们发现，学生在很大程度上更喜欢两台计算机配对编程，而不是一台计算机配对编程。我们进行了焦点小组和转录合作对话，以更深入地了解这种偏好。我们了解到，学生们在两台计算机配对编程中感到更独立，尽管他们很难与合作伙伴协调编辑。在一台计算机配对编程中，学生们报告说他们不想等待轮到自己开车，但感觉他们与搭档交流得更多。这两种配置对学生来说都很有成效，但本经验报告中描述的权衡对于CS教育工作者和研究人员在确定每个K-5课堂环境中使用哪种协作配置时非常重要。
As computer science education opportunities for elementary students (grades K-5) are expanding, there is growing interest in using pair programming with these students. However, previous research findings do not fully support its use with younger learners, and some researchers have begun to examine whether introducing a second computer with a shared coding workspace can provide important benefits. This experience report describes a series of classroom activities in the 4th and 5th grades (ages 9-11 years old) with two different pair programming configurations: one-computer pair programming, in which both students share a keyboard, mouse, and monitor; and two-computer pair programming, in which each student has a separate computer but coding workspaces are synchronized over the web. In both cases the students sat next to each other and engaged in face-to-face conversation. We found that students largely preferred two-computer pair programming over one-computer pair programming. We conducted focus groups and transcribed collaborative dialogues to gain more insight into this preference. We learned that students felt more independence in two-computer pair programming, although they struggled with coordinating their edits with their partner. In one-computer pair programming, students reported not wanting to wait for their turn to drive, but feeling as though they communicated more with their partner. Both configurations can be productive for students, but the tradeoffs described in this experience report are important for CS educators and researchers to consider when determining which collaborative configuration to use in each K-5 classroom context.
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影响因子：
2.7
作者：
Shannon Campe;J. Denner;Emily Green;David M. Torres
通讯作者：
David M. Torres
边界跨越：合作学习、协作学习和基于问题的学习
DOI：
--
发表时间：
2014
期刊：
影响因子：
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作者：
Neil Davidson;Claire H. Major
通讯作者：
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DOI：
--
发表时间：
2005
期刊：
European Conference on Software Process Improvement
影响因子：
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作者：
J. Nawrocki;M. Jasinski;L. Olek;Barbara Lange
通讯作者：
Barbara Lange
DOI：
--
发表时间：
1996
期刊：
影响因子：
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作者：
Patrick J. Leman;G. Duveen
通讯作者：
G. Duveen
DOI：
--
发表时间：
2002
期刊：
影响因子：
--
作者：
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通讯作者：
Carol Miller