Literaturnachweis - Detailanzeige
| Autor/inn/en | Recker, Margaret M.; Pirolli, Peter |
|---|---|
| Titel | A Model of Self-Explanation Strategies of Instructional Text and Examples in the Acquisition of Programming Skills. |
| Quelle | (1990), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Computer Science Education; Elementary Secondary Education; Learning Strategies; Problem Solving; Programing; Protocol Analysis; Skill Development |
| Abstract | Students learning to program recursive LISP functions in a typical school-like lesson on recursion were observed. The typical lesson contains text and examples and involves solving a series of programming problems. The focus of this study is on students' learning strategies in new domains. In this light, a Soar computational model of self-explanation strategies of instructional text was examined. The subjects, 12 students with little or no computer programming experience, proceeded through a series of lessons in the LISP Tutor program on recursion. Subjects, who were asked to think aloud, were videotaped as they read through an instructional booklet prior to solving problems using the Tutor. Subjects were also asked to explain examples to themselves. After reading their texts, subjects worked through 12 recursion problems with the LISP Tutor. Subjects were then divided into groups of "good" and "poor" performers. The verbal protocols were segmented into elaborations, which are pause-bound utterances and are not a first reading of the text. Each elaboration was categorized in terms of the instructional content to which it referred and to one of six types of comments. Sequences of related elaborations were coded into episodes (or macro-codings). Results indicate a strong correlation between types and contents of elaborations made and subsequent problem-solving performance. Self-explanations of "good" students were much more structured into goal-based episodes than were those of "poor" students, indicating more persistence on the part of the "good" students. Three data tables and three flowcharts are included. (TJH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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