Collaborative Research: Developing and Assessing Subgoal Labels for Imperative Programming to Improve Student Learning Outcomes

协作研究：开发和评估命令式编程的子目标标签，以提高学生的学习成果

基本信息

批准号：
1712231
负责人：
Briana Morrison
金额：
$ 26.68万
依托单位：
University of Nebraska at Omaha
依托单位国家：
美国
项目类别：
Standard Grant
财政年份：
2017
资助国家：
美国
起止时间：
2017-08-15 至 2021-07-31
项目状态：
已结题

来源：
https://www.nsf.gov/awardsearch/showAward?AWD_ID=1712231&HistoricalAwards=false
关键词：
Collaborative Research Developing Assessing Subgoal

项目摘要

Our nation has set a goal to provide computing education to all students, but computing education remains inaccessible to most citizens. Outside of filling software development jobs, for which there is a projected growth of one million jobs, computing is becoming critical in many other industries. Students preparing for CS careers start with an introduction to computer science (CS) course; however, approximately half of them will fail, forcing them to either repeat the course or leave computing. This project will incorporate instructional techniques identified through educational psychology research as effective ways to improve student learning and retention in introductory programming. The research team will develop worked examples of problems that incorporate subgoal labels, which are explanations that describe the function of steps in the problem solution to the learner and highlight the problem-solving process. Using subgoal labels within worked examples, which has been effective in other STEM fields, students are able to see an expert's solution to a problem which helps students learn an approach to solving problems before they can solve problem themselves. Further, learning outcomes and retention will be assessed to measure the impact of using worked problem examples with subgoal labels. The knowledge and outcomes of this project have the potential to positively influence computing and computer science education by disseminating an educational strategy that not only enhances student learning but potentially also retention. Experts, including instructors, teaching introductory level courses are often unable to explain the process they use in problem solving at a level that learners can grasp because they have automated much of the problem-solving processes given the many years of practice. The goal of this project is to use subgoal labels throughout introductory computing courses and investigate the impact on student learning and retention. Multiple worked examples with subgoal labels for each concept in an introductory computer science course will be developed by the research team. These examples will then be implemented in multiple classrooms and across multiple semesters to measure the effectiveness of the intervention and to continuously improve the development and delivery of the learning materials. The use of a mixed-methods design, incorporating qualitative and quantitative data collection methods, with use of control groups will guide the investigation and measurement of learning impact. In the final year of the project, a large-scale deployment of the intervention and supporting learning materials will be disseminated to a diverse set of institutions to further investigate impacts. The findings and instructional materials generated during this project have the potential to positively impact not only computing and computer science education, but more broadly other STEM disciplines.

我们国家设定了向所有学生提供计算机教育的目标，但大多数公民仍然无法获得计算机教育。除了填补软件开发职位（预计将增加 100 万个职位）之外，计算在许多其他行业也变得至关重要。准备从事计算机科学职业的学生从计算机科学简介 (CS) 课程开始；然而，大约一半的人会失败，迫使他们要么重复课程，要么离开计算机领域。该项目将纳入通过教育心理学研究确定的教学技术，作为提高学生学习和保留入门课程的有效方法。研究团队将开发包含子目标标签的问题的工作示例，子目标标签是向学习者描述问题解决方案中步骤的功能并强调问题解决过程的解释。在工作示例中使用子目标标签（这在其他 STEM 领域很有效），学生能够看到专家对问题的解决方案，这有助于学生在自己解决问题之前学习解决问题的方法。此外，还将评估学习成果和记忆力，以衡量使用带有子目标标签的已解决问题示例的影响。该项目的知识和成果有可能通过传播一种教育策略，对计算机和计算机科学教育产生积极影响，这种策略不仅可以增强学生的学习，还可以提高学生的记忆力。教授入门级课程的专家（包括教师）通常无法以学习者可以掌握的水平解释他们在解决问题时使用的过程，因为经过多年的实践，他们已经自动化了大部分问题解决过程。该项目的目标是在整个计算机入门课程中使用子目标标签，并调查其对学生学习和保留的影响。研究团队将开发计算机科学入门课程中每个概念的多个工作示例，并带有子目标标签。然后，这些示例将在多个教室和多个学期实施，以衡量干预措施的有效性并不断改进学习材料的开发和交付。使用混合方法设计，结合定性和定量数据收集方法，并使用对照组，将指导学习影响的调查和衡量。在项目的最后一年，大规模部署干预措施和支持学习材料将分发给不同的机构，以进一步调查影响。该项目期间产生的研究结果和教学材料不仅有可能对计算和计算机科学教育产生积极影响，而且更广泛地对其他 STEM 学科产生积极影响。

项目成果

期刊论文数量（9）

专著数量（0）

科研奖励数量（0）

会议论文数量（0）

专利数量（0）

Using the SOLO Taxonomy to Understand Subgoal Labels Effect in CS1

使用 SOLO 分类法了解 CS1 中的子目标标签效果

DOI：
10.1145/3291279.3339405
发表时间：
2019-07
期刊：
Proceedings of the 2019 ACM Conference on International Computing Education Research
影响因子：
0
作者：
Decker, Adrienne;Margulieux, Lauren E.;Morrison, Briana B.
通讯作者：
Morrison, Briana B.

Using Subgoals to Improve Student Performance in CS1: (Abstract Only)

使用子目标提高学生在 CS1 中的表现：（仅摘要）

DOI：
10.1145/3159450.3162185
发表时间：
2018-02
期刊：
Proceedings of the 49th ACM Technical Symposium on Computer Science Education
影响因子：
0
作者：
Morrison, Briana B.;Decker, Adrienne
通讯作者：
Decker, Adrienne

Using Subgoal Labeling in Teaching CS1

在 CS1 教学中使用子目标标签

DOI：
10.1145/3287324.3287540
发表时间：
2019-02
期刊：
Proceedings of the 50th ACM Technical Symposium on Computer Science Education
影响因子：
0
作者：
Morrison, Briana;Margulieux, Lauren;Decker, Adrienne
通讯作者：
Decker, Adrienne

Effect of Implementing Subgoals in Code.org's Intro to Programming Unit in Computer Science Principles

在 Code.org 的计算机科学原理编程单元简介中实现子目标的效果

DOI：
10.1145/3415594
发表时间：
2020-11
期刊：
ACM Transactions on Computing Education
影响因子：
2.4
作者：
Margulieux, Lauren E.;Morrison, Briana B.;Franke, Baker;Ramilison, Harivololona
通讯作者：
Ramilison, Harivololona

Developing subgoal labels for imperative programming to improve student learning outcomes

为命令式编程开发子目标标签，以提高学生的学习成果