Investigating the Period of Switching Roles in Pair Programming in a Primary School

Autor/inn/en	Zhong, Baichang; Wang, Qiyun; Chen, Jie; Li, Yi
Titel	Investigating the Period of Switching Roles in Pair Programming in a Primary School
Quelle	In: Educational Technology & Society, 20 (2017) 3, S.220-233 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Programming; Cooperative Learning; Instructional Effectiveness; Teaching Methods; Student Role; Grade 6; Elementary School Students; Academic Achievement; Student Attitudes; Foreign Countries; Educational Technology; Technology Uses in Education; Electronic Publishing; Student Surveys; Likert Scales; Achievement Tests; Multivariate Analysis; Statistical Analysis; China + Suchen Sie Ihr Suchwort? Programmierung; Kooperatives Lernen; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; School year 06; 6. Schuljahr; Schuljahr 06; Schulleistung; Schülerverhalten; Ausland; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Elektronisches Publizieren; Schülerbefragung; Likert-Skala; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multivariate Analyse; Statistische Analyse
Abstract	Pair programming (PP) is a useful approach to fostering computational thinking for young students. However, there are many factors impacting on the effectiveness of PP. The period of switching roles between the driver and the navigator is often ignored by researchers. Therefore, this study aimed to explore the impact of the switching period on PP. We conducted a PP experiment in four classes in the sixth grade in a primary school. The results indicated that (a) the semi-free switch was more effective for the learning achievement than the fixed periods, and the preference for adopting the fixed time interval to switch roles existed in previous studies seems to be a kind of prejudice; (b) students who switched roles every 5 minutes and semi-freely were more enjoyable than those who switched roles in every task and in every class session. Moreover, the period of switching roles in every class session decreased students' enjoyment after PP; (c) the frequency of switching roles decreased significantly, but the negotiation between the driver and the navigator became more active with time going in the semi-free class. Implications for teaching are also discussed. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01