A Multi-institutional Study of Peer Instruction in Introductory Computing
A Multi-institutional Study of Peer Instruction in Introductory Computing
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计算机入门同伴指导的多机构研究
DOI：
10.1145/2839509.2844642
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发表时间：
2016
期刊：
影响因子：
--
通讯作者：
B. Simon
中科院分区：
文献类型：
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作者：
Leo Porter;D. Bouvier;Q. Cutts;Scott Grissom;C. Lee;R. McCartney;Daniel Zingaro;B. Simon
同伴教学（PI）是一种以学生为中心的教学法，在这种教学法中，学生从被动的听众角色转变为课堂的积极参与者。在过去的五年中，有许多研究文章都谈到了同伴教学在计算机科学中的价值。本研究通过考察七位编程入门指导教师的教学成果，为这一知识体系添砖加瓦：其中三位是编程入门指导教师的新手，四位是具有一定编程入门指导经验的教师。通过对学生看法的共同测量，我们提供了计算机入门指导教师可以在课堂上成功实施 PI 的证据。通过学生对 PI 学习的评价，我们发现了令人鼓舞的最低成功率（74%）和平均成功率（92%）。这项工作还记录并假设了在一门课程中调查结果相对较差的原因，强调了选择评分政策（参与度与正确率）对于新的 PI 采用者的重要性。
Peer Instruction (PI) is a student-centric pedagogy in which students move from the role of passive listeners to active participants in the classroom. Over the past five years, there have been a number of research articles regarding the value of PI in computer science. The present work adds to this body of knowledge by examining outcomes from seven introductory programming instructors: three novices to PI and four with a range of PI experience. Through common measurements of student perceptions, we provide evidence that introductory computing instructors can successfully implement PI in their classrooms. We find encouraging minimum (74%) and average (92%) levels of success as measured through student valuation of PI for their learning. This work also documents and hypothesizes reasons for comparatively poor survey results in one course, highlighting the importance of the choice of grading policy (participation vs. correctness) for new PI adopters.