The impact of social factors on pair programming in a primary school

Zhong, Baichang; Wang, Qiyun; Chen, Jie

doi:10.1016/j.chb.2016.07.017

Cited by 88 publications

(88 citation statements)

References 44 publications

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“…The disagreements they did have were mostly minimal and related to the design of the program instead of the actual coding. Although pair programming can facilitate positive emotions (Demir & Seferoğlu, 2017;Zhong et al, 2017), disagreements in the pairs had a decreasing effect on their confidence. In the current study, the students' interviews did not show any indication that gender was an important factor (Zhong et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Although pair programming can facilitate positive emotions (Demir & Seferoğlu, 2017;Zhong et al, 2017), disagreements in the pairs had a decreasing effect on their confidence. In the current study, the students' interviews did not show any indication that gender was an important factor (Zhong et al, 2017). However, gender composition of programming pairs could also be examined at the K-12 level.…”

Section: Discussionmentioning

confidence: 99%

“…In order for pair programming to be successful, it is important that students fully understand the roles and the procedures. Therefore, aside from teachers' presentations about these roles and procedures, a small pamphlet or handbook for pair programming could be provided to the participating students (Zhong et al, 2017). Similarly, for individual programmers, a variety of resources and step-by-step self-learning materials could be provided.…”

Section: Discussionmentioning

confidence: 99%

“…Pair programming has also been shown to facilitate interaction and socialization among programmers (Bailey & Mentz, 2017). In one study, pair programming for sixth-grade students using Alice helped students to socialize, develop friendships, and increase positive attitudes toward programming (Zhong, Wang, Chen, & Li, 2017). It has also reportedly increased enjoyment in coding (Demir & Seferoğlu, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Pair Programming on Secondary School Students’ Confidence and Achievement in Computer Programming

Çal¹,

Can

2020

Trakya Eğitim Dergisi

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Öğrencilere bir dizi yazılımın kullanımını öğretmek yerine, programlama ile problem çözme aktivitelerinin sağlanması, onların bilişsel olarak daha aktif, sistematik ve araştırmacı olmasına yardımcı olmaktadır. Ancak programlamanın zorunlu olarak müfredata eklenmesi konusunda farklı görüşler vardır. Bilgisayar programlamada başlangıç seviyesinde olan öğrenciler, programlama kavramlarını anlamakta, hatalarını düzeltmekte ve karmaşık programlar yaratmakta zorluk çekmektedirler. Bu sebeple çocukların programlamayı kolayca öğrenebilmesi için Scratch gibi basit ve görsel programlama ortamları oluşturulmuş ve farklı öğretim yöntemleri denenmiştir. Etkili yöntemlerden biri olan eşli programlamada iki öğrenci bir bilgisayarda çalışmakta, biri kodları oluştururken diğeri kodları gözlemleyip eşine yardımcı olmaktadır. K-12 alanında yapılan araştırmalar eşli programlamanın problem çözme ve kritik düşünme becerilerini geliştirdiğini ve programlama

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Influence of Pair Programming on Secondary School Students’ Confidence and Achievement in Computer Programming

Çal¹,

Can

2020

Trakya Eğitim Dergisi

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“…Se introdujo originalmente como parte de la programación extrema [56]. Su enfoque colaborativo, fomenta el desarrollo del pensamiento computacional [49]. En [29], los autores presentan una combinación de la programación en pares y la enseñanza en pares, las que producen un mejor ambiente de aprendizaje para estudiantes principiantes, que cuando una o las dos no se utilizan.…”

Section: Programación En Paresunclassified

El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura

Sánchez

Collazos-Ordóñez

Toledo

2018

TecnoL.

103

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La incorporación del trabajo colaborativo en cursos de programación ha sido identificada como una estrategia potencial que podría maximizar la participación de los estudiantes y tener un impacto positivo en el aprendizaje. En las fuentes consultadas no se ha encontrado un estudio dirigido a recopilar y analizar los resultados de investigación sobre este tema utilizando un método sistemático. Para tratar de llenar este vacío, se realizó una revisión sistemática de literatura con el objetivo de resumir los estudios sobre el uso del trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación. Inicialmente, mediante la búsqueda en cuatro bases de datos de publicaciones científicas, se obtuvieron 95 estudios publicados en los últimos cinco años. Luego de un cuidadoso análisis de cada uno de ellos, se verifica que 40 coinciden con los requerimientos de la revisión, análisis que dio como resultado la síntesis de once Técnicas de Aprendizaje Colaborativo (TAC) que llevan a la práctica la estrategia, que a su vez agrupan a 19 denominaciones comunes de estrategias encontradas en los documentos, es decir, las estrategias o técnicas colaborativas asociadas a cada estudio. La revisión arrojó también una cantidad importante de aportes de la comunidad investigadora que sientan una base importante para trabajos futuros, dejando en claro que el trabajo colaborativo se consolida cada vez más como una estrategia didáctica válida y pertinente, no solo en la enseñanza/aprendizaje de la programación, sino también en otras áreas del conocimiento incluyendo las ciencias de la computación.

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Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

Zhong

Kang²,

Zhan

2020

Comp Applic In Engineering

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The purpose of the study is to explore the effectiveness of reverse engineering pedagogy (REP) and forward project‐based pedagogy (FPP) in K‐12 robotics education. A two‐stage study was conducted in two secondary schools, involving a total of 169 students. Based on the experience of the pilot study (Study 1), we refined the REP and examined its effectiveness through a quasi‐experimental design in the formal study (Study 2), which included four teaching models: the Deconstruction Recovery Model, Troubleshooting Model, Element Minitrim Model, and Structural Innovation Model. Results indicated that students in the REP group performed significantly better and perceived a higher degree of compatibility and creative self‐efficacy than those in the FPP group, which is consistent with the final robotics product evaluation. However, no significant difference was found in the learning attitude towards the course. The research findings highlight the value of REP in robotics education, especially in cultivating creativity and enhance learning performance, however, it needs reasonable planning and design.

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The impact of social factors on pair programming in a primary school

Cited by 88 publications

References 44 publications

The Influence of Pair Programming on Secondary School Students’ Confidence and Achievement in Computer Programming

The Influence of Pair Programming on Secondary School Students’ Confidence and Achievement in Computer Programming

El trabajo colaborativo como estrategia didáctica para la enseñanza/aprendizaje de la programación: una revisión sistemática de literatura

Investigating the effect of reverse engineering pedagogy in K‐12 robotics education

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