A Cognitive-Apprenticeship Learning Curriculum Augmented by Cognitive Tutors (CAL-CT) for Fundamental Programming Concepts

计算机科学(31)这个项目解决了学生在编程入门课程中的学习障碍和动力不足的问题。本项目利用两种有效的教学方法，认知学徒学习(CAL)模式和认知导师(CT)，通过基本语句、IF/Switch语句、循环和函数等基本编程概念来提高学生解决问题的技能。这涉及到两个步骤。首先，对专家问题求解过程进行了任务分析，开发了脚手架技术。其次，计算机辅导程序是在网上构建和交付的。这些辅导项目作为学生的私人教练与学生互动。他们使用明确的专家解决问题的过程和脚手架技术来指导学生完成他们的问题解决实践。辅导教师可以提供多种解决途径，供学生选择解决问题。当学生解决程序编写问题时，导师会提供一步步的反馈，并根据学生的要求提供下一步该做什么的建议。因此，学生总是能够成功地得出解决问题的结论。评估是基于在四个学期的时间里收集到的第一门编程入门课程的测试成绩进行的。评价采用前测-后测两组对照设计方法。

Computer Science (31)This project addresses student learning obstacles and low motivation in introductory programming courses. This project utilizes two effective instruction methodologies, the cognitive apprenticeship learning (CAL) model and cognitive tutors (CT), to improve student problem solving skills with fundamental programming concepts, such as basic statements, if/switch statements, loops, and functions. There are two steps involved. First, task analysis of expert problem solving process is conducted and scaffolding techniques are developed. Second, computer tutor programs are constructed and delivered online. These tutoring programs interact with students as their personal coaches. They utilize explicit expert problem-solving processes and scaffolding techniques to guide students through their problem-solving practice. The tutors can accommodate multiple solution paths that students might choose for solving a problem. As students work through program-writing problems, the tutors provide step-by-step feedback and upon the student's request will provide advice on what to do next. Therefore, the student can always reach a successful conclusion to problem solving.Evaluation is conducted based on collected test scores for students in the first introductory programming course over a four-semester period. Pretest-posttest two-group control group design methodology is used for evaluation.