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題名 | 使用搭檔編程來探索程式設計課程之認知能力--以技術學院學生為例=A Study of Using Pair Programming for Exploring Cognitive Ability in Programming Courses--Institute of Technology as an Example |
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作者 | 董炳信; 陳志遠; 邱守男; 羅裕群; | 書刊名 | 桃園創新學報 |
卷期 | 34 2014.12[民103.12] |
頁次 | 頁195-208 |
分類號 | 521.7 |
關鍵詞 | Bloom分類; 合作學習; 認知能力; 搭檔編程; Bloom’s taxonomy; Collaboration learning; Cognitive ability; Pair programmin; |
語文 | 中文(Chinese) |
中文摘要 | 學習程式設計是個困難的過程,尤其是對修電腦程式設計課程的大一新生。搭檔編程是另一種合作學習的技術,已經被發現對學習程式設計有很大的益處。其中一個益處是搭檔的學生能比未搭檔的學生可獲得較高的測驗分數。然而,這個測驗分數並不能精確地反映出學生的認知能力。因此,本研究利用 Bloom分類去探索搭檔的技術學院學生或未搭檔的技術學院學生在程式設計上的認知能力。根據實驗的結果,搭檔編程能提升有搭檔的技術學院學生的認知層次,此外教師因此可了解學生的認知層次,然後調整教學策略、課程教材以及教室活動,以提升學生的學習成效。 |
英文摘要 | The learning of programming is a difficult process especially for first-year students in the computer programming course. Pair programming is an alternative collaboration learning technique and has been found significantly learning benefits. One of the benefits is that paired students can achieve higher exam grades than students who program alone. However, the exam grade cannot accurately reflect the students’ cognitive abilities. Therefore, this study adopts Bloom’s taxonomy as a framework to explore the cognitive abilities students acquired after students have performed (or not performed) pair programming activities in an programming course. According to the experiment results, pair programming can promote students’ cognitive levels when comparing with students who program alone. In addition, instructors then can realize the students’ cognitive levels and then adjust their pedagogy, course materials and classroom activities to promote learning performance of students. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。