Towards a pedagogical design for teaching novice programmers

Chetty, Jacqui; Westhuizen, Duan van der

doi:10.1145/2828959.2828976

Cited by 7 publications

(14 citation statements)

References 16 publications

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“…The data from Table 5 answer the second research question and show that the implementation of scaffolding in metacognitive planning may benefit students’ computational thinking. Consistent with the findings of some research (e.g., Chen et al, 2021; Chetty & van der Westhuizen, 2014), supporting metacognition may improve computational thinking. Accordingly, teachers should consider metacognition support in their teaching design to promote students’ computational thinking.…”

Section: Discussionsupporting

confidence: 87%

“…Most studies have focused on metacognition with CT (e.g., Chen et al, 2021; Chetty & van der Westhuizen, 2014) or computational practices (e.g., Jing et al, 2020), whereas our study not only uncovered the relationship between metacognitive planning and CT but also identified concrete planning steps. The study is similar to Chetty and van der Westhuizen’s, which developed the metacognitive strategy card, including students’ planning strategies support.…”

Section: Discussionmentioning

confidence: 84%

“…Accordingly, while constructing scaffolding for computational thinking, teachers should identify students’ weaknesses and employ targeted strategies that help develop students’ metacognition and then reduce their extraneous cognitive load. Instead of visualizing the programming code (Mladenovic et al, 2020) or using question cards (Chetty & van der Westhuizen, 2014), our scaffolding used written prompts to support students’ metacognition development. Both the ways of giving prompts and hints or designing scaffolding based on students’ weakness reduce students’ extraneous cognitive load.…”

Section: Discussionmentioning

confidence: 99%

“…Abdul-Rahman and du Boulay (2014) suggested that scaffolding for metacognition, such as question prompts and modeling strategies, could help students reflect upon their understanding. Studies have developed metacognitive support such as questioning (Chetty & van der Westhuizen, 2014), providing real-time feedback to students about their metacognition (Beck et al, 2018), collaborative discussion (Bernard & Bachu, 2015) and self-assessment (Rum & Ismail, 2017) for learning programming. Chetty and van der Westhuizen designed metacognition scaffolding to support first-year university students in making their programming plans.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking

Zhou

Chai

et al. 2023

Journal of Educational Computing Research

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Computational thinking is a way of thinking that helps people “think like a computer scientist” to solve practical problems. However, practicing computational thinking through programming is dependent on the problem solvers’ metacognition. This study investigated students’ metacognitive planning and problem-solving performance in programming through two quantitative studies. First, we analyzed the performance of metacognitive planning and of problem solving through the programming of 21 freshmen, and found that the metacognitive planning performance related to “problem description” and “program comprehension” was significantly correlated with problem-solving performance. Second, semi-scaffolding and full-scaffolding were designed based on the first study. Another 89 freshmen were randomly divided into three groups and were asked to write their programming plan with no-scaffolding, semi-scaffolding, or with full-scaffolding. ANCOVA revealed that the problem-solving performance of the no-scaffolding group was significantly weaker than that of the other two groups, but there was no significant difference between the semi-scaffolding and the full-scaffolding groups. The study indicated that semi-scaffolding had a similar effect to full-scaffolding on problem-solving performance. The study suggests that teachers should emphasize supporting students’ “problem description” and “program comprehension” using semi-scaffolding. This scaffolding technique is sufficient and efficient for training students’ computational thinking through problem solving in programming.

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Section: Discussionsupporting

confidence: 87%

Section: Discussionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking

Zhou

Chai

et al. 2023

Journal of Educational Computing Research

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“…Differences in metacognitive skills can be explained by examining variations in the knowledge of a learner and the learning tasks (Livingston, 2003). For example, differences in metacognitive skills were due to learners’ differences in language learning (Goh & Vandergrift, 2021; Kessler, 2021), mathematic problem-solving (Lee et al, 2019; Tian et al, 2018), and programming (Chetty & van der Westhuizen, 2014; Prather et al, 2020). Metacognition comes to fruition when a learner is strategic in learning new knowledge (knowing how ) and has an understanding of when and why certain behaviours are to be selected (Paris et al, 1983).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Matook

Wang

KÃ¶ppel

et al. 2023

Journal of Information Technology

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Low-code platforms can provide a learning environment that integrates academic theory with practical experiences, allowing students to experience real-world ISD projects. Such a pedagogy is known as work-integrated learning (WIL). In a low-code WIL course, the focus is on the practical development experiences and the delivery of a business application based on client’s requirements. Yet, the real-world ISD experiences may inhibit metacognition, which is essential for students to succeed in future learning of digital innovations. Without metacognition, students struggle to learn how to learn and be reflective about their learning. This study uses a mixed-method design and draws on Flavell’s (1979) theoretical framework to examine metacognition in the context of low-code WIL. In particular, the study examines the effect of learner-oriented factors and task-oriented factors on metacognition and its impact on learning outcomes, such as knowledge confidence, app delivery, and grade. The quantitative results indicate that metacognition is influenced by motivation, the strategic approach, and autonomy, whereas self-efficacy beliefs have no effect. The learning outcomes are also achieved. Qualitative results (students’ essays and apps) corroborate the quantitative results while also providing additional insights into the learning in low-code WIL showing the impact of the platform and agile ISD practices on metacognition. Overall, this study offers IS educators a better understanding of how low-code platforms can foster learning-to-learn while providing real-world practical experiences.

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Designing Programming Games for Diversity in Teaching Introductory Programming

Anyango

Suleman

2021

Communications in Computer and Information Science

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Towards a pedagogical design for teaching novice programmers

Cited by 7 publications

References 16 publications

Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking

Application of Metacognitive Planning Scaffolding for the Cultivation of Computational Thinking

Metacognitive skills in low-code app development: Work-integrated learning in information systems development

Designing Programming Games for Diversity in Teaching Introductory Programming

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