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Student Strategies for Learning Computer Programming: Implications for Pedagogy in Informatics

机译：学习计算机编程的学生策略：信息学教育学的意义

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In the context of the debate about the extent to which secondary school Informatics curricula should include specifically vocational content, this paper explores the possibility that in Informatics teaching, there is value in adopting pedagogical approaches, rather than curriculum content, based on practice in industry and business settings. This paper reports research findings that raise questions about the widely held assumption that students will gain their programming knowledge and skills predominantly from classroom activities undertaken at the instigation of the Informatics teacher. Investigation of sources of students' information about programming skills and knowledge indicates that such an assumption is not well founded, and leads to the suggestion that innovative approaches to pedagogy in this area should be explored. Two studies, each a part of a larger project, are reported here. The first showed that a group of Grade 5 students, skilled programmers in the MicroWorlds multimedia programming environment, sought and acquired programming skills and techniques from a wide variety of sources, many of which were not classroom based. The second reports a formalisation of this model of student initiated seeking among a range of resource people for immediately needed expert advice. This was observed in a deliberately constructionist learning environment in an after-school Computer Clubhouse where students are supported by mentors with different specialist areas of expertise as well as by a teacher. The importance of these issues for Informatics teaching, assessment, course design and evaluation, and for the preparation of Informatics teachers is considered, and the need for further research in this area is outlined.
机译：在关于中学信息学课程应在何种程度上具体包括职业内容的辩论中，本文探讨了以下可能性：在信息学教学中，基于行业和实践的实践，采用教学法而不是课程内容是有价值的业务设置。本文报道了一些研究发现，这些发现引起了人们普遍认为学生将主要从信息学老师的鼓舞下获得的编程知识和技能的质疑。对学生关于编程技能和知识的信息来源的调查表明，这种假设没有充分的根据，并提出了在这一领域应探索创新的教学法的建议。此处报告了两项研究，每个研究都是一个较大项目的一部分。第一个结果表明，一群5年级的学生，在MicroWorlds多媒体编程环境中熟练的程序员，从各种各样的资源中寻求并获得了编程技能和技术，其中许多资源都不是基于课堂的。第二份报告正式介绍了这种学生模式的形式化，该模型开始了在各种资源人员中寻求立即需要的专家建议的过程。这是在放学后的计算机俱乐部中，在故意建构主义的学习环境中观察到的，在该环境中，学生得到具有不同专业知识领域的导师和老师的支持。考虑了这些问题对于信息学教学，评估，课程设计和评估以及信息学教师的准备的重要性，并概述了在这一领域需要进一步研究的必要性。

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