What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming
What Do We Think We Think We Are Doing?: Metacognition and Self-Regulation in Programming
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我们认为我们在做什么？：编程中的元认知和自我调节
DOI：
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发表时间：
2020
期刊：
影响因子：
--
通讯作者：
L. Margulieux
中科院分区：
文献类型：
--
作者：
J. Prather;Brett A. Becker;Michelle Craig;Paul Denny;Dastyni Loksa;L. Margulieux
元认知和自我调节是编程教育中感兴趣的热门领域，并且在计算之外进行了广泛的研究。虽然计算教育研究人员应该借鉴以前的工作，但编程教育是独一无二的，我们应该探索以前的工作在多大程度上适用于我们的环境。本系统综述的目的是通过综合相关理论、测量方法和先前的工作，支持编程教育中的元认知和自我调节研究。通过回顾在编程背景下提到元认知或自我调节的论文，我们的目标是为我们目前理解这些主题的进展提供一个基准，并为未来的研究提出建议。在我们的研究结果中，我们讨论了在计算教育研究之外广泛使用的八种常见理论，其中一半通常用于计算教育研究。我们还强调了11个相关结构的理论（例如，自我效能）已成功地用于理解编程教育。为了测量学习者的元认知和自我调节，我们讨论了七个工具和协议，已被使用，并强调其优点和缺点。为了对目前的研究状况进行基准测试，我们检查了主要研究编程教育中的元认知和自我调节的论文，并综合了所使用的干预措施和研究结果。虽然本文的主要目的是支持研究，但读者也将了解如何在编程课程中开发和支持学生的元认知和自我调节。
Metacognition and self-regulation are popular areas of interest in programming education, and they have been extensively researched outside of computing. While computing education researchers should draw upon this prior work, programming education is unique enough that we should explore the extent to which prior work applies to our context. The goal of this systematic review is to support research on metacognition and self-regulation in programming education by synthesizing relevant theories, measurements, and prior work on these topics. By reviewing papers that mention metacognition or self-regulation in the context of programming, we aim to provide a benchmark of our current progress towards understanding these topics and recommendations for future research. In our results, we discuss eight common theories that are widely used outside of computing education research, half of which are commonly used in computing education research. We also highlight 11 theories on related constructs (e.g., self-efficacy) that have been used successfully to understand programming education. Towards measuring metacognition and self-regulation in learners, we discuss seven instruments and protocols that have been used and highlight their strengths and weaknesses. To benchmark the current state of research, we examined papers that primarily studied metacognition and self-regulation in programming education and synthesize the reported interventions used and results from that research. While the primary intended contribution of this paper is to support research, readers will also learn about developing and supporting metacognition and self-regulation of students in programming courses.
影响因子：
7.6
作者：
RYAN, RM;CONNELL, JP
通讯作者：
CONNELL, JP
影响因子：
7.6
作者：
A. Elliot;Holly Mcgregor
通讯作者：
A. Elliot;Holly Mcgregor