团队软件工程项目中基于实例的协作反思与问题解决实践的比较
Comparing Example-Based Collaborative Reflection to Problem Solving Practice for Learning during Team-Based Software Engineering Projects
摘要：
贡献的文学工作的例子和解决问题之间的能力治疗的相互作用，本文讨论了差异学习的两种方法时，学生被定位为领域专家学习新的概念。我们的评估是位于一个团队项目，是一个先进的软件工程课程的一部分。在本课程中，拥有基础领域知识但正在学习新概念的学生可以交替进行编程，然后进行基于工作实例的反思。他们要么被允许完成编程，要么在预先指定的时间后被缩减，以参与更长的基于工作示例的反射。我们发现在这两种情况下，测试前到测试后的学习都有显著的提高。然后，我们不仅发现更多的学习，当学生参加了更长的工作基于实例的反思，但也有显着的性能改善解决问题的迁移任务。这些研究结果表明，领域专家学习新概念受益更多的工作实例为基础的反思，而不是从解决问题。
英文摘要：
Contributing to the literature on aptitude-treatment interactions between worked examples and problem-solving, this paper addresses differential learning from the two approaches when students are positioned as domain experts learning new concepts. Our evaluation is situated in a team project that is part of an advanced software engineering course. In this course, students who possess foundational domain knowledge but are learning new concepts engage alternatively in programming followed by worked example-based reflection. They are either allowed to finish programming or are curtailed after a pre-specified time to participate in a longer worked example-based reflection. We find significant pre- to post-test learning gains in both conditions. Then, we not only find significantly more learning when students participated in longer worked example-based reflections but also a significant performance improvement on a problem-solving transfer task. These findings suggest that domain experts learning new concepts benefit more from worked example-based reflections than from problem-solving.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
