Pair Programming: Under What Conditions Is It Advantageous for Middle School Students?

Autor/inn/en	Denner, Jill; Werner, Linda; Campe, Shannon; Ortiz, Eloy
Titel	Pair Programming: Under What Conditions Is It Advantageous for Middle School Students?
Quelle	In: Journal of Research on Technology in Education, 46 (2014) 3, S.277-296 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1539-1523
DOI	10.1080/15391523.2014.888272
Schlagwörter	Teaching Methods; Programming; Middle School Students; Computer Games; Design; Cooperative Learning; Comparative Analysis; Teamwork; Thinking Skills; Computer Attitudes; Computer Literacy; Student Attitudes; Influences; Self Esteem; Computer Uses in Education; Randomized Controlled Trials; Pretests Posttests; Performance Based Assessment; Student Surveys; Knowledge Level; Computation; Statistical Analysis + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Programmierung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Computer game; Computerspiel; Computerspiele; Kooperatives Lernen; Denkfähigkeit; Computerkenntnisse; Schülerverhalten; Influence; Einfluss; Einflussfaktor; Self-esteem; Selbstaufmerksamkeit; Computernutzung; Leistungsermittlung; Schülerbefragung; Wissensbasis; Statistische Analyse
Abstract	Pair programming is a strategy that grew out of industry and has shown promise for performance and retention in computer programming courses at universities and in industry. In this study, we examine whether pair programming is effective in K-12, what it is effective for, and how partners influence each other. We collected the data from 320 middle school students working alone or with a partner on a game programming task. Compared to working alone, pair programming was advantageous for computational thinking and for building programming knowledge, particularly among less experienced students. Students' initial computer experience and attitude toward collaboration influenced their partners. Those with more experience relative to their partner achieved greater computer confidence and more positive attitudes toward computing. When students had a more positive attitude toward collaboration (relative to their partner), their programming knowledge decreased. We discuss implications for pairing students and for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01