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Assessing understanding of computer concepts with the Neo Piagetian theory, tests and thinking aloud

机译:用新皮亚吉特理论,测试和思考来评估对计算机概念的理解

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摘要

Teaching programming, problem solving and assembly algorithms represents professionally and educationaly demanding task, as the pupils must be capable of abstract thinking in order to understand the computer concepts. According to Neo Piagetian theory an individual, regardless of age, progresses in four stages of abstract thinking. If a teacher wants to help pupils develop abstract thinking in programming, he or she must define at what stage of thinking is an individual learner. Teacher identifies ability to solve the tasks at different stages through tests. It is not possible to conclude the individual ability of abstract thinking only from the analysis of the test results. From the results can only be concluded the proportion of pupils that are not yet reached a certain level of thinking. The condition for such a conclusion are relevant tasks that are proper and require thinking at the appropriate level. Determining the level of abstract thinking for an individual student is much more reliable with individual conversations with pupils, when they are trying to solve the problem and at the same time think aloud. In this article, we present the procedure for the preparation of test and verification of its relevance. We analyze the results of 638 tests and found out that task adequately find the students who did not solved correctly the tasks on a higher level. The results were verified with the individual interviews with students. The relevant tests in the education help the teacher to adapt the teaching to the students who’s level of abstract thinking is still not developed.
机译:教学编程,问题解决和组装算法代表着专业和教育上的艰巨任务,因为学生必须具有抽象思维能力,才能理解计算机概念。根据新皮亚杰第安理论,一个人,无论年龄大小,都会在抽象思维的四个阶段发展。如果教师想帮助学生发展编程中的抽象思维,则他或她必须定义在哪个思维阶段是个体学习者。老师通过测试确定解决不同阶段任务的能力。仅通过对测试结果的分析不可能得出抽象思维的个人能力。从结果中只能得出结论:尚未达到一定思维水平的学生比例。得出结论的条件是适当的相关任务,需要在适当的层次上进行思考。当学生试图解决问题并同时大声思考时,通过与学生的个人对话来确定单个学生的抽象思维水平要可靠得多。在本文中,我们介绍了准备测试和验证其相关性的过程。我们分析了638个测试的结果,发现该任务可以适当地找到未能在较高水平上正确解决任务的学生。通过与学生的个人访谈来验证结果。教育中的相关测试可帮助教师使教学适应尚未达到抽象思维水平的学生。

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