Pair programming in middle school: variations in interactions and behaviors
Pair programming in middle school: variations in interactions and behaviors
复制标题
中学结对编程：互动和行为的变化
DOI：
10.1080/08993408.2019.1648119
复制
发表时间：
2019
影响因子：
2.7
通讯作者：
David M. Torres
中科院分区：
文献类型：
--
作者：
Shannon Campe;J. Denner;Emily Green;David M. Torres
抽象背景和背景：配对编程用于教室来促进学习和参与更多多样化的学生在计算领域，但对中学的外观知之甚少。目的：这项研究的目的是检查编程对的相互作用以及关于什么。方法：从66名成对工作的中学学生收集和分析视频，音频和屏幕捕获数据，以在课后课程中编程计算机游戏。调查结果：不到一半的对互动时间是关于他们的游戏的，而他们的三分之一的时间完全没有互动。大多数行为都是协作的。人口组之间几乎没有差异。显着影响互动和行为的因素包括对协作和事先编程知识的态度。含义：我们讨论了如何在课堂上使用配对编程，包括如何配对学生以促进富有成效的互动。
ABSTRACT Background and Context: Pair programming is used in classrooms to promote learning and engage a more diverse group of students in computing fields, but little is known about what it looks like in middle school. Objective: The aim of this study was to examine how programming pairs were interacting and about what. Method: Video, audio, and screen capture data were collected and analyzed from 66 middle school students working in pairs to program a computer game in an after-school class. Findings: Less than half of pairs interaction time was about their game, and one third of their time was spent not interacting at all. Most behaviors were collaborative. There were few differences across demographic groups. Factors that significantly influenced interactions and behaviors included attitude toward collaboration and prior programming knowledge. Implications: We discuss how to use pair programming in the classroom, including how to pair students to promote productive interactions.