Pair programming in education: a literature review

Hanks, Brian; Fitzgerald, Sue; McCauley, Renée; Murphy, Laurie; Zander, Carol

doi:10.1080/08993408.2011.579808

Cited by 156 publications

(74 citation statements)

References 20 publications

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“…Not all experiences with computers and programming lead to positive changes in beliefs and attitudes toward technology (Krendl et al, 1989;Lang et al, 2015). The addition of a social element, such as collaboration with a friend or group programming, could increase girls' interest as well (Hanks, Fitzgerald, McCauley, Murphy, & Zander, 2011). Preschool children show more interest and persistence in spatial and math activities when they feel that they are part of a social group engaged in the same activity .…”

Section: Interventions Translational Science and Early Stem: Limitamentioning

confidence: 98%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

284

140

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The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities.

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Section: Interventions Translational Science and Early Stem: Limitamentioning

confidence: 98%

Programming experience promotes higher STEM motivation among first-grade girls

Master

Cheryan

Moscatelli³

et al. 2017

Journal of Experimental Child Psychology

284

140

View full text Add to dashboard Cite

show abstract

“…There is much research about various teaching strategies for computing classes. For example, Chinn, Martin and Spencer [5] report on their adaption and use of Treisman's instructional technique [6]; Porter, Bailey-Lee, Simon, and Zingaro [7] investigate the use of Peer Instruction; and Hanks, Fitzgerald, McCauley, Murphy, and Zander [8] review the extensive literature on pair programming. These teaching approaches all focus on creating effective learning experiences for students in the classroom.…”

Section: Introductionmentioning

confidence: 99%

Study Habits of CS 1 Students: What Do They Say They Do?

Sheard

Carbone

Chinn

et al. 2013

2013 Learning and Teaching in Computing and Engineering

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With the growing use of the Web in university education, increasingly student learning activity is happening outside of the classroom. Consequently it is becoming more and more difficult for teachers to know how their students are going about the learning process. This is of particular concern for the teaching of programming as students typically find this task hard and programming courses often experience high dropout rates. The aim of our research was to explore the study habits of introductory programming students to discover what motivates them to engage in particular activities and use particular resources, and what activities and resources they find valuable for their learning. Twelve introductory programming students were interviewed using a semi-structured interview protocol. From our study we gained a holistic understanding of the students' journeys in learning programming during their introductory programming course. A key finding was that the classroom experience is no longer central to students' learning. Many students had abandoned textbooks and other teacherprovided resources and are heavily reliant on the internet as source of help and of learning.

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“…For example, partners request and provide explanations of their code when pair programming [6] and students taught using peer instruction gain a deeper understanding of course material by explaining concepts to each other and by hearing others' explanations [14].…”

Section: Introductionmentioning

confidence: 99%

'explain in plain english' questions revisited

Corney

Fitzgerald

Hanks³

et al. 2014

Proceedings of the 45th ACM Technical Symposium on Computer Science Education

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Recent studies have linked the ability of novice (CS1) programmers to read and explain code with their ability to write code. This study extends earlier work by asking CS2 students to explain object-oriented data structures problems that involve recursion. Results show a strong correlation between ability to explain code at an abstract level and performance on code writing and code reading test problems for these object-oriented data structures problems. The authors postulate that there is a common set of skills concerned with reasoning about programs that explains the correlation between writing code and explaining code. The authors suggest that an overly exclusive emphasis on code writing may be detrimental to learning to program. Noncode writing learning activities (e.g., reading and explaining code) are likely to improve student ability to reason about code and, by extension, improve student ability to write code. A judicious mix of code-writing and code-reading activities is recommended.

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Pair programming in education: a literature review

Cited by 156 publications

References 20 publications

Programming experience promotes higher STEM motivation among first-grade girls

Programming experience promotes higher STEM motivation among first-grade girls

Study Habits of CS 1 Students: What Do They Say They Do?

'explain in plain english' questions revisited

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