author:
(1) J[email protected]).
Links table
Abstract and 1. Introduction
2 Literature Review
3 approach
3.1 The structure of the problem and dynamic scaffolding
3.2 Evaluation and informal comments
3.3 Pair Programming Dyad
3.4 course structure
4 discussion
5 Conclusion
6 thanks, appreciation and references
a summary
This study examines the adaptation of a problem solving studio to teach computer science by combining it with marital programming. Pair Programming is the practice of software engineering in the industry, but it has witnessed mixed results in the semester. Recent research indicates that marital programming has a promise and the possibility of being an effective educational tool, but what constitutes a good educational design and implementation of marital programming in the semester is unclear. We have developed a framework for the educational design of the husband by adapting the problem solving studio (PSS), which is originally teaching assets of biomedical engineering. PSS includes a team of students who have open problems with comments in the actual time of the coach. It is worth noting that PSS uses adjustable difficulty problems to keep students from all levels of participating and work in the nearby development area. The course of the training course contains three stages, starting first with the demonstration, followed by the PSS session, and then finishing the extraction of information. We studied a mixture of PSS and the husband’s programming in the CS1 chapter for three years. Student polls have reported a high level of participation, learning and motivation.
1 introduction
Pair Programming is the extremist programming methodology (XP) (Beck, 2000) that has witnessed some uses in industry (Hannay et al., 2009). It includes two programmers who work together on one problem and a computer with one programmer who takes the role of “driver” and the other in the role of “Navigator”. The “driver” is running the keyboard and writes directly while “Navigator” and asks questions, criticizing the symbol and its design. “The navigator” is not negative, watch insects and defects, think about alternative designs, and search for relevant documents and resources. Although the event of marital programming is mixed (Hawlitschek et al., 2022; Hannay et al The intention is that marital programming will help developers who work together to adhere to much faster mistakes and defects than their own.
For education, marital programming is convincing because it is suitable for the model of industrial discipline and distributed learning, which is the idea that “knowledge is commonly created in a common way, through cooperative efforts towards common goals or through the dialogues and challenges caused by differences in perspectives’ views” (Salomon , 1997). Moreover, it has been proven that it increases students satisfaction, reduces students frustration, improving the student’s tendency to continue, and giving students a sense of self -effectiveness (Williams and Upchurch, 2001). The ICAP frame describes four patterns of student participation and behavior, with the interactive situation determined as the highest level of knowledge participation of students. Interactive learning patterns are believed to produce deep and convertible knowledge (Chi and Wylie, 2014). It is suitable for marital programming within the ICAP definition of interactive learning, and therefore it has the ability to produce a strong and convertible conceptual learning. Recently, Hawlitschek et al. (2022) ARXIV: 2311.01693V1 [cs.CY] November 3, 2023 The Meta study of marital programming in education concluded that marital programming is important and effective for students, especially beginners, but the effective educational design was missing. Consequently, it has been shown that marital programming has a lot of capabilities as an educational methodology, but the details of how to properly implement it in the semester has not been discovered yet.
We suggest that an effective educational design solution for marital programming in the semester in the learning environment in the problem solving studio (Le Doux and Waller, 2016) was found. PSS is designed to teach students of biomedical engineering to solve complex problems without the need to resort to preserving procedures and algorithms. Students work in teams from two to solve unlimited problems in a public area, allowing coaches to make notes in actual time as they are progressing. The main feature of PSS is dynamic scourges, which is a targeted modification of the difficulty of the problem to maintain students ’challenge but does not encourage them. By increasing or reducing difficulty on the basis of each team in the actual time, many students can be kept in the near development area. The lecture course will have a difficult time in matching a variety of levels that students enjoy since the same content content and delivery to all students. There is good evidence that PSS improves understanding of conceptual students (Le Doux and Waller, 2016).
PSS and the husband’s programming is a natural epidemic and a group of both with the educational goals and needs of the CS1 sessions. For this reason, this study deals in particular PSS air conditioning in conjunction with the pair programming for CS1. Two main goals for the CS1 is to teach skills to solve algorithm and a specific programming language. One of the challenges that expert trainers face is that solving linguistic problems and knowledge is so deeply desirable that it is from the second to the coaches. Ironically, this high level of understanding means that teachers often face difficulty in communicating this knowledge because it is considered a rejected matter from it (Le Dux and Warr, 2016). Moreover, the student and background ability vary greatly in CS1 sessions. However, the PSS synthesis and the programming of the husband addresses these challenges and goals directly, by giving students a practical opportunity to develop problem solving and programming skills. PSS with a pair programming addition, teaches the solution of algorithm problems through the Collins et al., 1987., 1987. Students learn from each other and also be guided by the coach or other teaching assistants. Learning peers is useful because students who have similar levels of ability have modern experience with similar problems. This means that they are often better in communicating these solutions because they remember the details and characteristics of everyone who found it difficult and how they overcame these obstacles. Pain Programming is to give quick notes to students to learn to build a sentence and programming language. Moreover, cooperation enhances husband and problem solving. It turns out that marital programming helps to notify programmers in solving problems that cannot be dealt with on their own (Hawlitschek et al., 2022). It creates a mixture of PSS and the husband’s programming each of the vocational and horn training learning environment as students develop problems solving and programming skills.
