"I Remember How to Do It": Exploring Upper Elementary Students' Collaborative Regulation While Pair Programming Using Epistemic Network Analysis

Autor/inn/en	Vandenberg, Jessica; Lynch, Collin; Boyer, Kristy Elizabeth; Wiebe, Eric
Titel	"I Remember How to Do It": Exploring Upper Elementary Students' Collaborative Regulation While Pair Programming Using Epistemic Network Analysis
Quelle	In: Computer Science Education, 33 (2023) 3, S.429-457 (29 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vandenberg, Jessica) ORCID (Wiebe, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2022.2044672
Schlagwörter	Elementary School Students; Cooperative Learning; Programming; Network Analysis; Self Management; Self Efficacy; Computer Science Education; Concept Formation; Grade 4; Grade 5 + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Programmierung; Netzplantechnik; Selbstmanagement; Self-efficacy; Selbstwirksamkeit; Computer science lessons; Informatikunterricht; Concept learning; Begriffsbildung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05
Abstract	Background and Context: Students' self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students' initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming. Objective: We wanted to explore upper elementary students' self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming. Method: We implemented a five-week CS intervention with 4th and 5th grade students and collected self-report data on students' CS attitudes and conceptual understanding, as well as transcripts of dyads talking while problem solving on a pair programming task. Findings: The students' self-report data, organized by dyad, fell into three categories based on the dyad's CS self-efficacy and conceptual understanding scores. Findings from within- and cross-case analyses revealed a range of ways the dyads' self-efficacy and CS conceptual understanding affected their collaborative and regulated discourse. Implications: Recommendations for practitioners and researchers are provided. We suggest that upper elementary students learn about productive disagreement and how to peer model. Additionally, our findings may help practitioners with varied ways to group their students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01