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Studies on cognitive processes underlying programming learning based on detailed records of learner activities and design of teaching learning environment.

基于学习者活动详细记录和教学环境设计的编程学习认知过程研究。

基本信息

批准号：
15300089
负责人：
MIYAKE Yoshio
金额：
$ 10.18万
依托单位：
Chukyo University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (B)
财政年份：
2003
资助国家：
日本
起止时间：
2003 至 2006
项目状态：
已结题

项目摘要

This study aims at developing a cognitive theory that reveals the complex cognitive processes underlying programming language learning. It also aims at, based on the theory, designing a practical and effective environment for teaching and learning of programming skills.In order to achieve these goals, we have collected detailed and wide-ranged cases of instructional processes, and analyzed them as the real programming leaning processes to the extent never studied before. Concretely, we have collected the cases of both successful and failed learning occasions at an introductory college level programming classes. We have collected video recordings of the cases where the learners felt difficulties in achieving their tasks at hand; results of carefully designed quizzes implemented at various points of learning. We analyzed and categorized these data into a structure to reflect the reality of programming learning, so that we could use them for further analyses, as well as for further implem … More entation of better teaching practices. This level of collection and the analyses of the data enabled us to understand the complex cognitive processes underlying the acquisition of programming skills.One of our major results is a general integrative theory of programming learning, based on a framework which grasps the cognitive processes of programming as an overlaying of many different layers of representations involved in programming. This is related to more general cognitive mechanisms (c.f., inferences and degrees of expertise). Based on this theory, we made clear the reality of the complex and unstable states of novice learners of programming, in terms of their cognitive processes where many layered representations interact among themselves.Then we examined conditions of the learning environment in terms of its effectiveness for novice level programming learning. This led us to a web-based learning environment, which takes into account the partial comprehension characteristic in novice level, realistic learning processes. The strength of this environment relies on its ability to respond to learning blocks; when a learner finds herself blocked, the system guides her to find a necessary piece of information on her own. We have examined the effectiveness of this environment with actual classes we ran, and found its effectiveness. Less

本研究旨在发展一种认知理论，揭示编程语言学习背后的复杂认知过程。为了实现这一目标，我们收集了大量的教学过程案例，并将其作为真实的程序设计学习过程进行了分析，这是以前从未有过的研究。具体地说，我们收集了成功和失败的学习场合的情况下，在介绍大学水平的编程课程。我们收集了学习者在完成手头任务时感到困难的案例的视频记录;在学习的各个阶段实施的精心设计的测验的结果。我们对这些数据进行了分析和分类，以反映编程学习的实际情况，以便我们可以使用它们进行进一步的分析，并进一步实施 ...更多信息实施更好的教学实践。这种水平的收集和分析的数据，使我们能够了解复杂的认知过程的基础上收购的编程skills.One的我们的主要成果是一个通用的综合理论的编程学习，框架的基础上，掌握的认知过程的编程作为一个覆盖的许多不同层的表示参与编程。这与更一般的认知机制有关（参见，推理和专业知识的程度）。基于这一理论，我们从认知过程的多层次表征相互作用的角度揭示了初学者程序设计学习的复杂性和不稳定性，并从学习环境的有效性角度考察了初学者程序设计学习的条件。这导致我们基于网络的学习环境，它考虑到部分理解的特点，新手水平，现实的学习过程。这种环境的力量取决于它对学习障碍的反应能力;当学习者发现自己被阻塞时，系统会引导她自己找到一条必要的信息。我们已经用我们运行的实际类检查了这个环境的有效性，并发现了它的有效性。少