The Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming

Autor/inn/en	Shin, Yoonhee; Jung, Jaewon; Zumbach, Joerg; Yi, Eunseon
Titel	The Effects of Worked-Out Example and Metacognitive Scaffolding on Problem-Solving Programming
Quelle	In: Journal of Educational Computing Research, 61 (2023) 6, S.1312-1331 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shin, Yoonhee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/07356331231174454
Schlagwörter	Problem Solving; Metacognition; Scaffolding (Teaching Technique); Programming; Difficulty Level; Academic Achievement; Self Management; Computer Science Education; Programming Languages; College Freshmen; Foreign Countries; South Korea + Suchen Sie Ihr Suchwort? Problemlösen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Programmierung; Schwierigkeitsgrad; Schulleistung; Selbstmanagement; Computer science lessons; Informatikunterricht; Studienanfänger; Ausland; Korea; Republik
Abstract	This study explores the effects of worked-out examples and metacognitive scaffolding on novice learners' knowledge performance, cognitive loads, and self-regulation skills in problem-solving programming. 126 undergraduate students in a computer programming fundamentals course were randomly assigned to one of four groups: (1) task performance with a traditional WOE (TW), (2) task performance with a faded WOE (FW), (3) task performance with traditional WOE and metacognitive scaffolding (TWM), and (4) task performance with a faded WOE and metacognitive scaffolding (FWM). Over the course of 3 weeks, participants in these four groups were asked to solve programming problems using Python with WOE and metacognitive scaffolding. The results demonstrate that the provision of metacognitive scaffolding with faded WOE (FWM) is the most effective for problem-solving programming and self-regulation skills. In addition, an interaction effect exists between the two treatments for the germane load in FWM. Therefore, results in this study provide empirical insights into ways to effectively apply WOE and metacognitive scaffolding to problem-solving processes for programming-based complex problem-solving, especially for novice learners. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01