45 research outputs found

    Japanese EFL Learners’ Pragmatic Development in the Production of Speech Acts Drawing on ACT-R Model and Skill Acquisition Theory

    Get PDF
    This mixed-methods quasi-experimental study explored the development of pragmatic competence of lower-proficiency EFL learners in their university English classes in Japan. Although pragmatic competence has emerged as a key topic within the field of interlanguage pragmatics (ILP), almost all studies have examined L2 learners’ language use rather than pragmatic development focusing on learning outcomes than process. This study investigates both learners’ language use and development, in order to draw a more comprehensive picture of pragmatic development. It also attempts to identify the mechanisms that drive this development by employing a framework of Adaptive Control Thought-Rational (ACT-R) theory in tandem with skill acquisition theory, which is a promising but underexplored framework in the L2 pragmatic development context. As such, this study aims to fill a gap in the research literature and make a theoretical contribution by showing the potential of the framework to account for learners’ pragmatic development. For this study, I recruited 120 Japanese EFL learners making up four intact classes to examine the development over one term (14 weeks) of their skills for producing speech acts after receiving pragmatic instruction. The development was examined both in terms of knowledge and processing ability with more focus on the latter to produce speech acts. Four types of speech acts were chosen for this experiment: request and refusal speech acts, for which specific instruction was provided; and complaint and disagreement speech acts, for which no instruction was provided. Request and refusal were selected as they were most widely studied, and complaints and disagreements were selected as they are relatively similar in nature to request and refusal speech acts and a good candidate to examine learners’ ability of knowledge extension. Quantitative and qualitative analyses were employed to see how much learners improved their production of request and refusal speech acts - in light of the effectiveness of instruction they had received. A similar analysis was carried out on the uninstructed speech acts of complaint and disagreement to assess their capability to extend their learned knowledge from request and refusal making to the production of new speech acts, namely to assess their processing capability. The results showed that the participants in the treatment groups (TGs) improved in the production of both instructed and uninstructed speech acts by developing their knowledge and processing ability. The development of such knowledge was assessed by measuring the TGs’ improvement in the use of politeness strategies, which are associated with declarative knowledge. As for the development of their processing ability, this was assessed in two ways: in terms of their ability to select contextually appropriate strategies and to apply their learned knowledge sufficiently to produce uninstructed speech acts, these being associated with procedural knowledge. Since the application of the learned speech act schema enables learners to produce ostensibly ‘new’ speech acts with relative ease, not from scratches. This frees up most of the working memory to be available for other purposes, such as planning what to say next, and looking for more sophisticated expressions. This was reflected in the results of this experiment that showed, following instruction, the use of a wider range of strategies and more sophisticated lexical and syntactic expressions. However, the results did show that the participants were still in an early stage of proceduralisation and needed further practice to improve their processing ability to move toward automatisation. This study has pedagogical, theoretical, and methodological implications. Pedagogically, there are several implications afforded by a clearer understanding of learning processes that can be used to revise the EFL curriculum. Theoretically, by showing how pragmatic competence develops in an EFL classroom, this study shows the potential of the ACT-R model, partially revised to apply to this study, to elucidate the operational mechanism of pragmatic ability. Methodologically, this study shows how the application of the revised model I formulated through adaptation and clarification of a range of interpretations of the ACT-R model can better account for proceduralisation in pragmatic development, raising implications for allowing related research to move forward in an otherwise muddled ongoing discussion in the field

    COVID-2019 Impacts on Education Systems and Future of Higher Education

    Get PDF
    The rapid outbreak of the COVID-19 has presented unprecedented challenges on education systems. Closing schools and universities and cancelling face-to-face activities have become a COVID-19 inevitable reality in most parts of the world. To be business-as-usual, many higher education providers have taken steps toward digital transformation, and implementing a range of remote teaching, learning and assessment approaches. This book provides timely research on COVID-19 impacts on education systems and seeks to bring together scholars, educators, policymakers and practitioners to collectively and critically identify, investigate and share best practices that lead to rethinking and reframing the way we deliver education in future

    Teaching and Learning Tools for Introductory Programming in University Courses

    Get PDF
    Difficulties in teaching and learning introductory programming have been studied over the years. The students' difficulties lead to failure, lack of motivation, and abandonment of courses. The problem is more significant in computer courses, where learning programming is essential. Programming is difficult and requires a lot of work from teachers and students. Programming is a process of transforming a mental plan into a computer program. The main goal of teaching programming is for students to develop their skills to create computer programs that solve real problems. There are several factors that can be at the origin of the problem, such as the abstract concepts that programming implies; the skills needed to solve problems; the mental skills needed to decompose problems; many of the students never had the opportunity to practice computational thinking or programming; students must know the syntax, semantics, and structure of a new unnatural language in a short period of time. In this work, we present a set of strategies, included in an application, with the objective of helping teachers and students. Early identification of potential problems and prompt response is critical to preventing student failure and reducing dropout rates. This work also describes a predictive machine learning (neural network) model of student failure based on the student profile, which is built over the course of programming lessons by continuously monitoring and evaluating student activities

    Exploring student perceptions about the use of visual programming environments, their relation to student learning styles and their impact on student motivation in undergraduate introductory programming modules

    Get PDF
    My research aims to explore how students perceive the usability and enjoyment of visual/block-based programming environments (VPEs), to what extent their learning styles relate to these perceptions and finally to what extent these tools facilitate student understanding of basic programming constructs and impact their motivation to learn programming

    Posibles aportes del razonamiento analógico al problema de la abstracción y transferencia en la enseñanza de programación

    Get PDF
    This review article explores a possible contribution of research on analogical reasoning to the problem of transfer in programming -in the transition between the learning of concepts in middle school and their application at university. The ease with which students construct programs in multimedia environments carries the disadvantage of translating these concepts into “real” text-based languages, probably because not enough work has been done on the problem level. According to research in teaching programming, students tend to have greater difficulty at higher levels of abstraction (understanding the problem) than at lower levels (such as coding). Comparing problems through analogical reasoning is a strategy from cognitive psychology extended to various disciplines. We suggest that its application in programming teaching could contribute to solving the problem of the difficulty of abstraction at the problem level and facilitate the transfer.En este artículo de revisión se explora una posible contribución de las investigaciones sobre razonamiento analógico al problema de la transferencia en programación -en la transición entre el aprendizaje de conceptos en la escuela media y su aplicación en la universidad. La facilidad con que los alumnos construyen programas en entornos multimedia conlleva la desventaja de una dificultad para trasladar esos conceptos a los lenguajes “reales” basados en texto, probablemente porque no se ha trabajado suficiente en promover abstracciones en el nivel del problema. Según investigaciones en enseñanza de la programación, los alumnos suelen tener mayor dificultad en los niveles de abstracción superior (la comprensión del problema) que en los niveles inferiores (como la codificación). La comparación de problemas mediante razonamiento analógico es una estrategia proveniente de la psicología cognitiva extendida a diversas disciplinas. Sugerimos que su aplicación en el campo de la enseñanza de la programación podría contribuir a solucionar el problema de la dificultad de abstracción en el nivel del problema, y facilitar la transferencia

    Predicting Student Failure in an Introductory Programming Course with Multiple Back-Propagation

    Get PDF
    One of the most challenging tasks in computer science and similar courses consists of both teaching and learning computer programming. Usually this requires a great deal of work, dedication, and motivation from both teachers and students. Accordingly, ever since the first programming languages emerged, the problems inherent to programming teaching and learning have been studied and investigated. The theme is very serious, not only for the important concepts underlying computer science courses but also for reducing the lack of motivation, failure, and abandonment that result from students frustration. Therefore, early identification of potential problems and immediate response is a fundamental aspect to avoid student’s failure and reduce dropout rates. In this paper, we propose a machine-learning (neural network) predictive model of student failure based on the student profile, which is built throughout programming classes by continuously monitoring and evaluating student activities. The resulting model allows teachers to early identify students that are more likely to fail, allowing them to devote more time to those students and try novel strategies to improve their programming skills

    La conception des documents pour le Web

    Get PDF
    Pourquoi les documents électroniques pour le Web sont-ils si souvent difficiles à utiliser et à comprendre ? Quelle activité cognitive développent les concepteurs de ces documents ? Quelles difficultés rencontrent-ils ? Cet ouvrage vise à apporter des éléments de réponse à ces questions. Pour cela, dans un premier temps, des éléments historiques sur l’étude scientifique des activités de conception sont mis en perspective avec les spécificités de la conception de documents pour le Web. L’auteur présente ensuite des études qui analysent les difficultés auxquelles les concepteurs de ces documents sont confrontés et les conséquences qu’elles peuvent générer au niveau des documents conçus. Enfin, le rôle de l’esthétique et ses liens avec l’ergonomie clôturent cet essai.Ce livre s’adresse aux étudiants et enseignants-chercheurs qui s’intéressent à la psychologie et à l’ergonomie cognitives des documents électroniques. L’ergonome ainsi que le concepteur de documents Web pourront également y trouver des connaissances intéressantes pour leurs pratiques

    The development of multimedia instructional message for the programming language Logo

    Get PDF
    Naslov ove doktorske disertacije je Razvoj multimedijske instruktivne poruke za programski jezik Logo. Programski jezik Logo je viši programski jezik treće generacije autora Seymour Paperta, Wally Feurzeiga i Danny Bobrowa, razvijen 1966. godine (Papert, S., 1983). Konstruktivistička priroda Logo jezika ukorijenjena je u kognitivnoj teoriji učenja, a temelji se na načelu „kornjače“ odnosno pomoćnog objekta u formi grafičkog pokazivača za obavljanje osnovnih operacija kretanja definiranih parametrima programskih naredbi. Većina istraživanja Logo jezika u svijetu bila je usmjerena na razvoj kognitivnih sposobnosti kod učenika mlađeg školskog uzrasta. Malo je istraživanja provedeno sa studentima (Lee, M. O. C., 1991; Fay, A. L. i Mayer, R. E., 1994), a još manje s budućim učiteljima informatike. Cilj ovomu istraživanju bio je ispitati učinkovitost multimedijske instruktivne poruke za programski jezik Logo (MIPL), kod studenata razredne nastave, budućih učitelja informatike. Radi ispitivanja razlika u zapamćivanju i razumijevanju sadržaja, razvijen je obrazovni sadržaj sačinjen od osnovnih pojmova iz 9 odabranih nastavnih tema programskog jezika Logo, u formi multimedijske instruktivne poruke utemeljene na osam osnovnih načela (načelo multimedija, načelo prostorne povezanosti, načelo vremenske usklađenosti, načelo koherentnosti, načelo modaliteta, načelo zalihosnosti, načelo individualnih razlika, načelo signalizacije) i jednim naprednim načelom (načelo animacije i interaktivnosti) kognitivne teorije multimedijskog usvajanja znanja (kontrolna skupina), te s nadopunjenim načelom raščlanjivanja modela kognitivnog procesa multimodalnog razumijevanja (eksperimentalna skupina). U istraživanju su sudjelovali studenti treće, četvrte i pete godine Učiteljskog fakulteta Sveučilišta u Zagrebu. Istraživanje je provedeno na ciljanom uzorku od 98 ispitanika razredne nastave, modula informatike, u Zagrebu (45) i Čakovcu (53). Kontrolna skupina brojala je 48 ispitanika, a eksperimentalna 50 ispitanika. U provedenom istraživanju primijenjena je metoda eksperimenta s paralelnim grupama. Eksperimentalni program trajao je četiri tjedna u zimskom semestru 2015./2016. akademske godine, što je obuhvaćalo inicijalni susret voditelja programa i ispitanika radi provođenja predtesta za dobivanje osnovnih informacija o ispitanicima, te tri tjedna provođenja eksperimentalnog programa. Sveukupni angažman studenata tijekom četiri tjedna istraživanja iznosio je 160 minuta. U sva tri tjedna istraživanja nisu pronađene statistički značajne razlike između kontrolne i eksperimentalne skupine ispitanika u pogledu rješavanja zadataka zapamćivanja i razumijevanja sadržaja čime nije potvrđena prva hipoteza (H1). Rezultati istraživanja pokazali su da dodatno primijenjeno načelo raščlanjivanja nije pridonijelo boljem zapamćivanju i razumijevanju sadržaja multimedijske instruktivne poruke, za geometrijsku (prvi i drugi tjedan) i negeometrijsku (treći tjedan) izlaznu vrijednost podataka, čime nisu potvrđene druga (H2) i treća (H3) hipoteza. Mogući univerzalni razlozi mogu se pronaći u problemima s kojima se studenti susreću u procesu programiranja, a koji su se pojavili i u ovom istraživanju: niska razina matematičkog i logičkog predznanja (Byrne, P. i Lyons, G., 2001; Caspersen, M. E., 2007), te sposobnost logičkog razmišljanja i razvoj održivih mentalnih modela (Bergin, S. i Reilly, R., 2006, prema Caspersen, M. E., 2007, str. 56-58). Ispitanici su predvidjeli upravo ono što su brojni istraživači potvrdili, da je stupanj aktivnog angažmana korisnika u susretu sa vizualnim sadržajem važniji od načina prikaza sadržaja ili reprezentacijskog aspekta vizualizacije (Naps, T. L. i sur., 2002; Rapp, D. N., 2005; de Koning B. B. i sur., 2011). Budući da je učinkovitost primjene vizualizacije povezana sa stupnjem kognitivnog angažmana u procese relevantne za smisleno usvajanje znanja (Mayer, R. E., 2008), postoji mogućnost da bi se nadogradnjom načela raščlanjivanja sa cjelovitim animacijskim načelima fleksibilnosti i interakcije unaprijedio proces učenja, bez obzira na nisku razinu geometrijskog predznanja ispitanika. Rezultati provedenog istraživanja (nepotvrđene hipoteze istraživanja) sugeriraju da je u budućim istraživanjima važno provjeriti predznanje ispitanika, jer je u ovom istraživanju predviđena očekivana razina znanja geometrije i razvijenosti prostornih sposobnosti, što kod ispitanika nije bio slučaj. Znanstveni doprinos doktorskoga rada sastoji se u oblikovanju i razvoju multimedijske instruktivne poruke za programski jezik Logo (MIPL), za buduće učitelje informatike, koja objedinjuje kognitivni i programersko-metodički aspekt. Ovo je prvi rad koji prikazuje razvoj i primjenu multimedijske instruktivne poruke kao kognitivno pomoćno sredstvo za usvajanje osnovnih pojmova programskog jezika Logo, utemeljene na empirijski utvrđenim načelima kognitivne teorije multimedijskog usvajanja znanja (engl. cognitive theory of multimedia learning), (Mayer, R. E., 2001, 2005, 2014a) i dodatnom načelu raščlanjivanja iz područja algoritama i strukture podataka, definiranom prema modelu kognitivnog procesa multimodalnog razumijevanja (engl. cognitive process model of multimodal comprehension) (Narayanan, N. H. i Hegarty, M., 2002). Programersko-metodički aspekt MIPL-a služi samorefleksiji budućih učitelja u njihovom logičkom, matematičkom i informatičkom znanju za teme koje će provoditi u nastavi informatike.The title of this dissertation is Development of multimedia instructional message for the Logo programming language. Logo is a high-level programming language of third generation created in 1966 by the authors Seymour Papert, Wally Feurzeig and Danny Bobrow (Papert, S., 1983). The constructivist nature of the Logo language stems from the cognitive learning theory and is based on the 'turtle' principle, i.e. on the auxiliary object in the shape of a graphic pointer which manages basic movement operations as defined by the parameters of programming commands. Most studies of the Logo language focused on the development of cognitive abilities among younger pupils. Few studies were focused on university students (Lee, M. O. C., 1991; Fay, A. L. & Mayer, R. E., 1994) and even fewer on future computer science teachers. The aim of this research was to examine the effectiveness of the multimedia instructional message for the Logo programming language (MIPL) among future elementary school teachers (specifically majoring in computer science). For this purpose educational content was created, which included the basic concepts from nine selected teaching units in Logo programming. The content in the form of a multimedia instructional message was based on eight fundamental principles (multimedia principle, spatial contiguity principle, temporal contiguity principle, coherence principle, modality principle, redundancy principle, individual differences principle and signaling principle), one advanced principle (animation and interactivity principle) of the Cognitive Theory of Multimedia Learning (control group) and the broadened decomposition principle of the Cognitive Process Model of Multimodal Comprehension (experimental group). Retention and transfer tests were used in the study with the aim of examining the differences in students’ retention and understanding of the educational content in the form of a multimedia instructional message. The thesis examines the validity of the following three hypotheses: (H1) When solving a set of objective type tasks, which examine content retention and comprehension, students using the multimedia instructional message with the application of the decomposition principle shall accomplish better results than those using the multimedia instructional message without this principle. (H2) When the content output for a set of objective type tasks is geometrical type of data, students using the multimedia instructional message with the decomposition principle shall achieve better results in content retention and comprehension than students using the multimedia instructional message without the said principle. (H3) When the content output for a set of objective type tasks is non-geometrical type of data, students using the multimedia instructional message with the decomposition principle shall achieve better results in content retention and comprehension than students using the multimedia instructional message without the said principle. The subjects were third, fourth and fifth year students studying at the Faculty of Teacher Education of the University of Zagreb. Research was conducted on a non-random sample consisting of 98 students, future elementary school teachers majoring in computer science, with 45 subjects in Zagreb and 53 in Čakovec. The control group consisted of 48 and the experimental group of 50 subjects. Within the scope of the research the experimental method with parallel group was applied. The experimental program ran throughout the course of four weeks in the winter semester of 2015/2016. In the first week the initial lesson took place, during which the pre-test was administered with the aim of gathering basic information about the subjects. This was followed by three weeks of experimental program. The overall participation of the students throughout the four weeks amounted to 160 minutes. During the course of the three weeks no statistically significant differences between the control and the experimental group were found with regard to retention and transfer tests, so that the first hypothesis (H1) was not corroborated. The additionally applied decomposition principle did not contribute to improved retention and transfer of the content of the multimedia instructional message in relation to both the geometrical (first and second week) and non-geometrical (third week) data output, leading to the rejection of the second (H2) and the third (H3) hypothesis. During the first two weeks of the study fifth-year students accomplished a lower score than third- and fourth-year students in content retention tasks. There were no statistically significant differences between third- and fourth-year students in this respect. It can be concluded that the level of prior knowledge in mathematics and logic pertaining to geometric angles, shapes (parallelogram, rhombus) and planes (cube) among third- and fourth-year students in the survey was greater than that of fifth-year students. Limited prior knowledge made the process of cognitive association between program command parameters (moves and rotation angles) and corresponding visual representations of the turtle’s movement difficult, resulting in an inability to follow the program presentation, as well as program reading and writing. In order to be able to follow the program presentation in the form of mental simulation (Sorva, J., 2012), one needed a certain level of prior knowledge in geometry, which would lead to the generation of a mental model of the program concept (commands and structures) presented. However, it is assumed that instead of investing most of their cognitive capacities into program concepts, the subjects used them to grasp the geometry content section. For this reason it was not possible to adequately examine the effect of the decomposition principle on content retention and comprehension, i.e. to examine the acquired programming skills. In addition, the decomposition principle, which was applied to the programming section of the content in the experiment group, may have been an adverse factor in the learning process as it presented an additional essential cognitive load for the students’ working memory. This is confirmed by the subjects’ reports of self-estimated high mental effort. In the third week of the study a very low level of task-solving success and a very high level of self-estimated mental effort were observed in all subjects in both the control and the experimental group. This is attributed to limited prior knowledge in logic (abstract content of the message), unsuccessful generation of mental models in the first two tasks or the use of pre-existing non-viable mental models of program concepts acquired in previous education and built on misconceptions. As confirmed by other studies, this resulted in difficulties with following the program presentation (Kaczmarczyk, L. C. et al., 2010, Simon, 2011), inaccurate reading of the program and writing of unproductive and non-functional programs (Sorva, J., 2012). In the third week of the survey MIPL content included the following programming concepts: variable, MAKE command for the association of numerical values or sets of sign variables, and program structures of WHILE and FOR loops. Given that these concepts are considered the most complex (Dehnadi, S. & Bornat, R., 2006; Kaczmarczyk, L. C. et al., 2010; Sorva, J., 2012), students possibly had non-viable or non-existent mental models from previous education. As the subjects’ prior knowledge in geometry and the level of developed spatial abilities did not match the expected level in this study, results (uncorroborated research hypotheses) suggest the importance of checking subjects’ prior knowledge before conducting future studies. Possible general reasons for such results could be found in the problems students face in the programming process: insufficient mathematical and logical prior knowledge (Byrne, P. & Lyons, G., 2001; Caspersen, M. E., 2007), as well as logical thinking abilities and the development of viable mental models (Bergin, S. & Reilly, R., 2006, according to: Caspersen, M. E., 2007, pg. 56-58). Subject responses to categorized questions showed that 91,8% of them never encountered this kind of multimedia content for the development of programming skills, and 70% of them reported they liked this way of learning how to program. According to control and experimental group participants, this way of learning is attractive because it is different, useful, new, motivating, interesting in its content and learning style, and is not boring or dry. Students pointed out the elements of MIPL they found important: (1) digital way of presenting information as opposed to traditional presentation, for its visual and aural demonstration accompanied by speech; (2) possibility of setting one's own learning pace owing to content interactivity; (3) content structure with examples in the order of complexity from simple to more complex, i.e. a gradual, step-by-step teaching approach; (4) detailed analysis of each procedure and task; (5) possibility to visualize and memorize information more easily; (6) an overview of theoretical part of the content supported by additional explanations in speech and specific examples with a simultaneous display of results; (7) possibility of self-assessment through independent task-solving; (8) enough time at disposal for new concept acquisition; (9) coherence of content and ease of visual perception; (10) ease of content access, support to traditional teaching and the possibility of applying the content beyond the classroom activities. According to responses of subjects from both the control and the experimental group, the content of MIPL can be improved by the following: (1) clearer and more detailed instructions with an addition of more textual definitions and content during task explanation to prevent vagueness of subject matter; (2) additional programming tasks, short tests and practice examples during the learning process, accompanied by feedback; (3) additional visuals and animations to facilitate the visualization and turtle movement (control group) and emphasize the spoken elements (experimental group); (4) introduction of explanatory videos for concepts with a step-by-step approach; (5) introduction of teacher oral presentations to facilitate student comprehension of the task-solving principle. The subjects confirmed the conclusions of numerous previous studies, namely that the degree of their active participation when dealing with visual content is more important than the content presentation method or the representational aspect of visualization (Naps, T. L. et al., 2002; Rapp, D. N., 2005; de Koning, B. B. et al., 2011). Given that the effectiveness of visual cues depends on the level of cognitive effort invested in the processes relevant to meaningful knowledge acquisition (Mayer, R. E., 2008), adding the complete animation principles of flexibility and interactivity to the decomposition principle might improve the learning process even with students’ limited prior knowledge of geometry. In line with previous studies (Rias, R. M. & Zaman, H. B., 2013), the majority of subjects in both groups reported that all the visual and verbal advantages of multimedia content could not replace oral presentation and guidance by the teacher. Scientific contribution of this thesis is the creation and development of the multimedia instructional message for the Logo programming language for future computer science teachers, which brings together the cognitive and the programming-didactical aspect. This is the first thesis which presents the development and application of the multimedia instructional message as an auxiliary cognitive tool for learning the basic concepts of Logo programming language, based on empirically confirmed principles of the Cognitive Theory of Multimedia Learning (Mayer, R. E., 2001, 2005, 2014a), as well as the additional decomposition principle from the field of algorithms and data structures, defined according to the model of Cognitive Process Model of Multimodal Comprehension (Narayanan, N. H. & Hegarty, M., 2002). The aspect of the multimedia instructional message for the Logo programming language pertaining to programming methodology can serve as a self-assessment tool for future teachers when testing their knowledge of logic, mathematics and computer science for the topics they will be covering in their teaching

    Revisão sistemática da investigação em ensino da programação em contexto de ensino superior não presencial

    Get PDF
    Os trabalhos de investigação, através de seus métodos científicos, proporcionam valiosos contributos para o avanço do conhecimento. Nesse contexto, a revisão sistemática da literatura ocupa um lugar de capítal importância no processo científico identificando, avaliando e recompilando dados. O propósito da presente investigação é mostrar até que ponto o estado actual do conhecimento sobre o ensino e a aprendizagem da programação abrange o âmbito do ensino superior não presencial. Para tal, realizou-se uma revisão sistemática da produção científica, caracterizando e sintetizando o state-of-the-art do conhecimento, abordando as duas grandes modalidades de educação: presencial e não presencial e analisando o corpus de literatura existente actualmente, dando prioridade à mais recente.Research, through its scientific methods, provides valuable contributions for the advancement of knowledge. In this context, the systematic literature review occupies a place of primary importance in the scientific process by identifying, assessing and gathering data. The aim of this research is to determine to which extent current knowneldge on the teaching and learning of the programming encompasses distance education. Thus, a systematic literature review was conducted, characterizing and synthesizing the state-of-the-art of the knowledge, distinguishing two major types of education: face-to-face and distance learning, and analyzing the current corpus of literature, giving priority to the most recent

    Étude exploratoire des conditions supportant l'engagement dans l'activité de programmation informatique

    Get PDF
    De plus en plus de pays introduisent ou réintroduisent la programmation informatique dans les programmes de formation de la maternelle jusqu’à l’école secondaire. Dans ce contexte, ce projet de recherche vise à explorer les conditions qui supportent l’engagement lors de la pratique de la programmation informatique envisagée comme activité humaine. L’engagement est ici défini suivant à la fois des définitions issues des sciences de l’éducation et de l’informatique. Il se décline en trois types : comportemental, cognitif et affectif. Dix-huit (18) sujets ayant un minimum de cinq (5) ans d’expérience en programmation informatique ont accepté de participer à des entretiens individuels semi-dirigés au cours desquels ils étaient invités à discuter de la façon par laquelle ils ont appris à programmer, des contextes dans lesquels ils se sont engagés et de leurs perceptions de l’implication cognitive et affective en jeu. Les discours ont été codifiés à partir d’une démarche de recherche interprétative émergente afin d’éclairer la question de recherche suivante : Quelles sont les conditions supportant l’engagement dans l’activité de programmation informatique ? Les résultats nous amènent à proposer trois conditions supportant l’engagement : (1) les programmeurs et programmeuses développent un rapport au savoir dans lequel ils regardent un même problème depuis quatre postures épistémologiques en tension, (2) il y a convergence entre les motivations personnelles et organisationnelles, et (3) ils ont assez d’espace pour exprimer leur créativité.Computer programming is being introduced or reintroduced in K-12 around the world. In this context, this project aims at exploring what supports engagement in computer programming considered as a human activity. Engagement is here defined following both an educational definition of school engagement and a computer science definition of engagement, and it is divided into three types: behavioral, cognitive and affective. Eighteen (18) subjects each with at least five years of cumulated programming experience accepted to take part in semidirected individual interviews. They were invited to discuss the way they learnt programming, the various contexts in which they engage themselves regarding programming, and their perception about cognitive and affective involvement. Parts of speech were then classified following an emergent research design to answer the following question: What conditions support engagement in computer programming? Results lead us to propose three conditions that support engagement: (1) programmers adopt a relationship to knowledge in which they must undertake different epistemological positions to develop an effective understanding of a problem, (2) there is a convergence between self and organizational motivations, and (3) they have enough space to express their creativity
    corecore