Subgoals, Context, and Worked Examples in Learning Computing Problem Solving
Briana B. Morrison, Lauren E. Margulieux, Mark Guzdial
Zu finden in: ICER 2015 (Seite 21 bis 29), 2015
Recent empirical results suggest that the instructional material used to teach computing may actually overload students' cognitive abilities. Better designed materials may enhance learning by reducing unnecessary load. Subgoal labels have been shown to be effective at reducing the cognitive load during problem solving in both mathematics and science. Until now, subgoal labels have been given to students to learn passively. We report on a study to determine if giving learners subgoal labels is more or less effective than asking learners to generate subgoal labels within an introductory CS programming task. The answers are mixed and depend on other features of the instructional materials. We found that student performance gains did not replicate as expected in the introductory CS task for those who were given subgoal labels. Computer science may require different kinds of problem-solving or may generate different cognitive demands than mathematics or science.
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|Informatikcomputer science, Lernenlearning, Mathematikmathematics, Problemlösefähigkeitproblem solving skills, Programmierenprogramming|
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|Subgoals, Context, and Worked Examples in Learning Computing Problem Solving: Fulltext at the ACM Digital Library (: , 3995 kByte; : Link unterbrochen? Letzte Überprüfung: 2020-05-28 Letzte erfolgreiche Überprüfung: 2020-04-28)|