The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition
The abstraction transition taxonomy: developing desired learning outcomes through the lens of situated cognition
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抽象过渡分类法：通过情境认知的视角发展期望的学习成果
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
B. Simon
中科院分区：
文献类型：
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作者：
Q. Cutts;Sarah Esper;Marlena Fecho;S. Foster;B. Simon
我们报告了对入门编程讲座材料的事后分析。此分析的目的是确定我们要求学生掌握哪些知识和技能，这些知识和技能体现在程序员的活动、工具和文化以及他们的思维方式中。分析的具体材料是讲座中使用的 133 个同伴指导问题，以支持认知学徒——尊重知识的情境性质。我们提出了一种抽象过渡分类法，用于对我们在引导学生进入编程世界时所涉及的知识和实践类型进行分类。我们发现学生被要求回答使用三个抽象层次表达的问题：英语、CS Speak 和代码。此外，许多问题涉及要求学生在计算问题的背景下在抽象层次之间进行转换。最后，通过应用我们的分类法对一系列介绍性编程考试进行分类，我们发现总结性评估（包括我们自己的评估）往往强调学生在形成/学徒阶段培养的一小部分技能。
We report on a post-hoc analysis of introductory programming lecture materials. The purpose of this analysis is to identify what knowledge and skills we are asking students to acquire, as situated in the activity, tools, and culture of what programmers do and how they think. The specific materials analyzed are the 133 Peer Instruction questions used in lecture to support cognitive apprenticeship -- honoring the situated nature of knowledge. We propose an Abstraction Transition Taxonomy for classifying the kinds of knowing and practices we engage students in as we seek to apprentice them into the programming world. We find students are asked to answer questions expressed using three levels of abstraction: English, CS Speak, and Code. Moreover, many questions involve asking students to transition between levels of abstraction within the context of a computational problem. Finally, by applying our taxonomy in classifying a range of introductory programming exams, we find that summative assessments (including our own) tend to emphasize a small range of the skills fostered in students during the formative/apprenticeship phase.