Is Pair Programming More Effective than Other Forms of Collaboration for Young Students?

Autor/in	Lewis, Colleen M.
Titel	Is Pair Programming More Effective than Other Forms of Collaboration for Young Students?
Quelle	In: Computer Science Education, 21 (2011) 2, S.105-134 (30 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899-3408
Schlagwörter	Elementary School Students; Student Attitudes; Educational Research; Tests; Programming; Grade 6; Peer Relationship; Cooperative Learning; Summer Programs; Computer Science Education; Web Based Instruction; Online Courses; Instructional Design; Computer Software; Instructional Effectiveness; Student Surveys; Observation; Pacing; Learner Controlled Instruction; Learning Strategies; Integrated Learning Systems; Enrichment Activities; Comparative Analysis + Suchen Sie Ihr Suchwort? Schülerverhalten; Bildungsforschung; Pädagogische Forschung; Examination; Prüfung; Examen; Programmierung; School year 06; 6. Schuljahr; Schuljahr 06; Peer-Beziehungen; Kooperatives Lernen; Sommerkurs; Computer science lessons; Informatikunterricht; Web Based Training; Online course; Online-Kurs; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Schülerbefragung; Beobachtung; Lerntempo; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bereicherungsprogramm
Abstract	This study investigates differences between collaboration methods in two summer enrichment classes for students entering the sixth grade. In one treatment, students used pair programming. In the other treatment, students engaged in frequent collaboration, but worked on their own computer. Students in the two treatments did not differ significantly in their performance on daily quizzes or responses to attitudinal survey questions. However, the students who worked on their own computer completed exercises more quickly than those using pair programming. This study compares two learning environments with high levels of collaboration to isolate aspects of pair programming that are and are not responsible for the reported success of educational research focused on pair programming. This study expands our understanding of pair programming by moving beyond simplistic comparisons of learning environments with and without collaboration and by extending pair programming research to elementary school students. (Contains 6 figures and 8 tables.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10