Programming for solving problems has been an important skill in computer programming education. However, most of the assessment for the skill tends to emphasize on the product of programming rather than the process of programming. Considering students’ process of programming may gain insight into the understanding of students’ difficulties and their performance, this study incorporates problem solving and visual programming activities to develop a programming learning environment where students interact with the learning environment to solve computational problems. By examining students’ behaviors and strategies of problem solving exhibited in the environment, the process and product of students programming activities can be visualized with a tree-based chart. The features and patterns of the tree-based chart may indicate different combination of programming strategies and their effects on performance of problem solving. A case study was conducted to explore the patterns of the tree-based chart. The findings show that the patterns of the tree-based chart were categorized into three different types: accuracy, trial-in-error, and revision. The follow-up interviews were conducted to explore the relationships between the patterns, personal factors, and performance of problem solving.
Po-Yao Chao, Yuan Ze University, Taiwan
Yu-Ju Chen, Yuan Ze University, Taiwan
Stream: e-learning and collaborative learning
This paper is part of the ACTC2017 Conference Proceedings (View)
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