Effects of Reflective Thinking in the Process of Designing Software on Students' Learning Performances

Autor/inn/en	Hsieh, Pei-Hsuan; Chen, Nian-Shing
Titel	Effects of Reflective Thinking in the Process of Designing Software on Students' Learning Performances
Quelle	In: Turkish Online Journal of Educational Technology - TOJET, 11 (2012) 2, S.88-99 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1303-6521
Schlagwörter	Foreign Countries; Computer Software; Computer Software Evaluation; Programming; Computer Science Education; Animation; Web Sites; Design Requirements; Teaching Methods; College Students; College Instruction; Control Groups; Experimental Groups; Comparative Analysis; Questionnaires; Usability; Qualitative Research; Data Analysis; Pretests Posttests; Reflection; Outcomes of Education; High Achievement; Low Achievement; Student Evaluation; Diaries; Evaluation Criteria; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Softwareanalyse; Programmierung; Computer science lessons; Informatikunterricht; Web-Design; Design preferences; Gestaltungsmittel; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Hochschullehre; Fragebogen; Qualitative Forschung; Auswertung; Lernleistung; Schulerfolg; Unterdurchschnittliche Leistung; Schulnote; Studentische Bewertung; Diary; Tagebuch
Abstract	The purpose of this study is to examine the effects of reflective thinking effects in the process of designing software on students' learning performances. The study contends that reflective thinking is a useful teaching strategy to improve learning performance among lower achieving students. Participants were students from two groups: Higher achieving students were the control group, and lower achieving students were the experimental group. The experimental group students wrote weekly diaries demonstrating reflective thinking in the processes of designing software. The study's results show the evaluation scores of the two groups of students' software designs were comparable. The abilities of the experimental group to comment on a design improved. This shows that a reflective thinking strategy did have positive effect on improving lower achieving students' learning performances, especially in the process of software design. Discussion of the results and suggestions for future study appear at the end of this study. (Contains 7 tables and 2 figures.) (As Provided).
Anmerkungen	Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: http://www.tojet.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10