In most introductory programming courses tasks are given to students to complete as a crucial part of their study. The tasks are considered important because they require students to apply their knowledge to new situations. However, often the tasks have not been considered as a vehicle that can direct learning behaviours in students. This paper aims to encourage academics to start thinking about the tasks they set, in particular it explores characteristics of programming tasks that affect student learning and understanding in a first year undergraduate course as part of a degree in Computer Science at Monash University. Attention is paid to features of programming tasks that led to three poor learning behaviours: Superficial Attention, Impulsive Attention and Staying Stuck. The data gathered for this study which describe the students' engagement in the tasks are provided by students and tutors. The paper concludes with a list of generic improvements to be considered when formulating programmingexercises to minimise poor learning behaviours in students.
在大多数入门编程课程中,学生都将完成任务作为学习的关键部分。任务被认为很重要,因为它们要求学生将他们的知识应用于新情况。但是,通常没有将任务视为可以指导学生学习行为的工具。本文旨在鼓励学者们开始思考他们设定的任务,特别是探索编程课程的特性,这些特性会影响作为莫纳什大学计算机科学学位的一部分的本科一年级学生的学习和理解。注意编程任务的功能会导致三种不良的学习行为:表面注意力,冲动注意力和滞留。本研究收集的描述学生参与任务的数据由学生和导师提供。本文最后列出了在制定编程练习时应考虑的一般改进措施,以最大程度地减少学生的不良学习行为。 P>
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