Sun Dan, Ouyang Fan, Li Yan, Zhu Caifeng
College of Education, Zhejiang University, #866, Yuhangtang Rd., Hangzhou, 310058 Zhejiang China.
The Affiliated School of the College of Education, Zhejiang University, #118, Fanghua Rd., Hangzhou, 310053 Zhejiang China.
Int J STEM Educ. 2021;8(1):54. doi: 10.1186/s40594-021-00311-1. Epub 2021 Sep 23.
Unplugged programming is proved to be an effective means to foster the learner-centered programming learning. In addition to the final tests, learners' programming knowledge, skills, and capacities are primarily demonstrated throughout the programming process, particularly in the situation when they encounter challenges and problems. However, few studies examine how learners engage in the programming processes and to what extent unplugged programming fosters learning. This research used a quasi-experimental design to investigate two instructional modes in China's secondary education, namely, the instructor-directed lecturing and the learner-centered unplugged programming. Based on an analytical framework, this research used mixed methods to compare learners' knowledge, behaviors, and attitudes under these two instructional modes.
The research results revealed discrepancies between two instructional modes. First, learners in the unplugged programming class achieved significantly higher scores on the programming knowledge assessment, compared to learners in the traditional lecturing class. Second, compared to the traditional lecturing class, learners in the unplugged programming class had higher test scores of the computational thinking skills, particularly on the cooperativity dimension. Next, discrepancies of in-class behaviors showed that learners in the unplugged programming class had frequent behaviors of listening to the instructor's instructions and discussing with peers, while learners in the instructor-directed class had frequent behaviors of listening to instructor, taking notes, and irrelevant activities. Learners' self-reported attitudes in the unplugged programming indicated a higher level of confidence than learners in the traditional lecturing class. Overall, this research revealed that the learner-centered unplugged programming had potential to improve learners' programming knowledge, behaviors, and attitudes compared to the traditional instructor-directed lecturing of programming.
As a feasible and easy-to-use instructional activity in computer science education, unplugged programming is encouraged to be integrated in formal education to increase learners' programming interests, motivations, and qualities. This quasi-experimental research compared learners' programming knowledge, behaviors, and attitudes under two instructional modes. The results revealed critical discrepancies between two instructional modes on learners' knowledge gains, in-class behaviors, and changes of attitudes towards programming. Pedagogical and analytical implications were provided for future instructional design and learning analytics of computer programming education.
The online version contains supplementary material available at 10.1186/s40594-021-00311-1.
事实证明，无插电编程是培养以学习者为中心的编程学习的有效手段。除了期末考试外，学习者的编程知识、技能和能力主要在整个编程过程中得以展现，尤其是在他们遇到挑战和问题的情况下。然而，很少有研究探讨学习者如何参与编程过程，以及无插电编程在多大程度上促进学习。本研究采用准实验设计，对中国中等教育中的两种教学模式进行调查，即教师主导的讲授式教学和以学习者为中心的无插电编程教学。基于一个分析框架，本研究采用混合方法比较了这两种教学模式下学习者的知识、行为和态度。
研究结果揭示了两种教学模式之间的差异。第一，与传统讲授式课堂中的学习者相比，无插电编程课堂中的学习者在编程知识评估中取得了显著更高的分数。第二，与传统讲授式课堂相比，无插电编程课堂中的学习者在计算思维技能测试中得分更高，尤其是在协作维度上。其次，课堂行为的差异表明，无插电编程课堂中的学习者有频繁听取教师指导并与同伴讨论的行为，而教师主导课堂中的学习者有频繁听取教师讲解、做笔记和进行无关活动的行为。无插电编程中学习者自我报告的态度表明，他们比传统讲授式课堂中的学习者有更高的自信心。总体而言，本研究表明，与传统的教师主导的编程讲授式教学相比，以学习者为中心的无插电编程有潜力提高学习者的编程知识、行为和态度。
作为计算机科学教育中一种可行且易于使用的教学活动，鼓励将无插电编程融入正规教育，以提高学习者的编程兴趣、动机和素质。这项准实验研究比较了两种教学模式下学习者的编程知识、行为和态度。结果揭示了两种教学模式在学习者知识获取、课堂行为以及对编程态度变化方面的关键差异。为未来计算机编程教育的教学设计和学习分析提供了教学和分析方面的启示。
在线版本包含可在10.1186/s40594 - 021 - 00311 - 1获取的补充材料。
