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低动机。本项目利用认知学徒学习（CAL）模型和认知导师（CT）两种有效的教学方法，提高学生解决基本编程概念（如基本语句、if/switch语句、循环和函数）问题的能力。这涉及到两个步骤。首先，对专家问题解决过程进行任务分析，并开发了搭建技术。第二，计算机家教程序的构建和在线交付。这些辅导项目作为学生的私人教练与学生互动。他们利用明确的专家解决问题的过程和脚手架技术来指导学生通过他们的解决问题的实践。导师可以容纳学生可能选择的多种解决方法来解决问题。当学生解决程序编写问题时，导师会提供一步一步的反馈，并根据学生的要求提供下一步该做什么的建议。因此，学生总能得出一个成功的结论来解决问题。评估是根据收集的学生在四个学期的第一个编程入门课程的测试成绩进行的。采用前测后测两组对照组设计方法进行评价。

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.