The impact of tinkering and planning behaviors on learning introductory programming concepts
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da USP |
Texto Completo: | https://www.teses.usp.br/teses/disponiveis/55/55134/tde-26082020-164043/ |
Resumo: | Computer programming skills are becoming essential across different fields and disciplines, and as integrating part of computer science basic formation curriculum, these skills are considered problem-solving activities. Problem-solving is an internal cognitive process of a high order that searches for a solution for a problem or a path to a given goal. As an internal process, problemsolving strategies cannot be observed directly and must be inferred. That necessity led several researchers to identify and classify those strategies based on students behaviors. Among those researches, the classification between tinkerers and planners proposed by Turkle and Papert was used in this work. In this classification, planners are students who present a structured, top-down strategy to solve problems, which is commonly reinforced in computer science environments. On the other hand, tinkerers employ an alternative, less structured, bottom-up problem-solving strategy that uses the systems feedback to achieve their goals. To Investigate the students tinkerer and planner behaviors in online environments and its impact on the students grades performance, firstly an educational data mining approach using clustering was employed to identify the students behaviors and the features related to tinkering, followed by an assessment of the students grades and the time that they required to finish the assignments. As a result, four behaviors were identified related to Turkle and Papert classification. Statistical tests showed that students that employed a higher amount of tinkering presented a better performance in final tests and required more time to finish their online assignments. These results indicate that tinkering is a valid problem-solving strategy with potential that worth being explored by educators. |
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The impact of tinkering and planning behaviors on learning introductory programming conceptsImpacto de comportamentos tinkering e planejador no aprendizado de conceitos introdutórios de programaçãoAgrupamentoCiência da computaçãoClusteringComputer scienceComputer science in educationData miningInformática na educaçãoMineração de dadosProblem solvingResolução de problemasTinkeringTinkeringComputer programming skills are becoming essential across different fields and disciplines, and as integrating part of computer science basic formation curriculum, these skills are considered problem-solving activities. Problem-solving is an internal cognitive process of a high order that searches for a solution for a problem or a path to a given goal. As an internal process, problemsolving strategies cannot be observed directly and must be inferred. That necessity led several researchers to identify and classify those strategies based on students behaviors. Among those researches, the classification between tinkerers and planners proposed by Turkle and Papert was used in this work. In this classification, planners are students who present a structured, top-down strategy to solve problems, which is commonly reinforced in computer science environments. On the other hand, tinkerers employ an alternative, less structured, bottom-up problem-solving strategy that uses the systems feedback to achieve their goals. To Investigate the students tinkerer and planner behaviors in online environments and its impact on the students grades performance, firstly an educational data mining approach using clustering was employed to identify the students behaviors and the features related to tinkering, followed by an assessment of the students grades and the time that they required to finish the assignments. As a result, four behaviors were identified related to Turkle and Papert classification. Statistical tests showed that students that employed a higher amount of tinkering presented a better performance in final tests and required more time to finish their online assignments. These results indicate that tinkering is a valid problem-solving strategy with potential that worth being explored by educators.As habilidades de programação estão se tornando cada vez mais essenciais nas mais diferentes áreas de atuação e disciplinas. Como parte integrante do currículo de formação básica em ciência da computação, essas habilidades são consideradas atividades de solução de problemas. A solução de problemas é um processo cognitivo interno de alta ordem que procura uma solução para um problema ou um caminho para um determinado objetivo. Como um processo interno, as estratégias de solução de problemas não podem ser observadas diretamente e, portanto, devem ser inferidas. Essa necessidade levou vários pesquisadores a identificar e classificar essas estratégias com base no comportamento dos alunos. Entre essas pesquisas, a classificação entre exploradores e planejadores, do inglês tinkerers e planners, proposta por Turkle e Papert foi utilizada neste trabalho. Nessa classificação, os planejadores são estudantes que apresentam uma estratégia estruturada, top-down, para resolver problemas, que é geralmente vista em ambientes de ciência da computação. Por outro lado, os eploradores empregam uma estratégia alternativa, menos estruturada e de bottom-up, que usa as informações apresentadas pelo sistemas para atingir seus objetivos. De modo a investigar os comportamentos de planejadores e tinkerer em ambientes online e seu impacto na performance das notas dos estudantes, primeiro foi empregada uma abordagem de mineração de dados educacionais usando agrupamento para identificar os comportamentos dos alunos e os recursos relacionados ao tinkering, em seguida, foi realizada uma avaliação das notas dos alunos e o tempo que estes necessitaram para concluir as atividades online. Como resultado, foram identificados quatro comportamentos relacionados à classificação de Turkle e Papert. A análise estatística dos dados relacionados à estes comportamentos mostraram que os alunos que empregavam uma quantidade maior de tinkering, apresentaram também desempenho superior nos testes finais, além de precisarem de mais tempo para concluir suas atividades on-line. Esses resultados indicam que tinkering é uma estratégia válida de solução de problemas com potencial deve explorado pelos educadores.Biblioteca Digitais de Teses e Dissertações da USPIsotani, SeijiSilva, Fernando Henrique Carvalho2020-06-09info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttps://www.teses.usp.br/teses/disponiveis/55/55134/tde-26082020-164043/reponame:Biblioteca Digital de Teses e Dissertações da USPinstname:Universidade de São Paulo (USP)instacron:USPLiberar o conteúdo para acesso público.info:eu-repo/semantics/openAccesseng2020-08-26T22:49:02Zoai:teses.usp.br:tde-26082020-164043Biblioteca Digital de Teses e Dissertaçõeshttp://www.teses.usp.br/PUBhttp://www.teses.usp.br/cgi-bin/mtd2br.plvirginia@if.usp.br|| atendimento@aguia.usp.br||virginia@if.usp.bropendoar:27212020-08-26T22:49:02Biblioteca Digital de Teses e Dissertações da USP - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
The impact of tinkering and planning behaviors on learning introductory programming concepts Impacto de comportamentos tinkering e planejador no aprendizado de conceitos introdutórios de programação |
title |
The impact of tinkering and planning behaviors on learning introductory programming concepts |
spellingShingle |
The impact of tinkering and planning behaviors on learning introductory programming concepts Silva, Fernando Henrique Carvalho Agrupamento Ciência da computação Clustering Computer science Computer science in education Data mining Informática na educação Mineração de dados Problem solving Resolução de problemas Tinkering Tinkering |
title_short |
The impact of tinkering and planning behaviors on learning introductory programming concepts |
title_full |
The impact of tinkering and planning behaviors on learning introductory programming concepts |
title_fullStr |
The impact of tinkering and planning behaviors on learning introductory programming concepts |
title_full_unstemmed |
The impact of tinkering and planning behaviors on learning introductory programming concepts |
title_sort |
The impact of tinkering and planning behaviors on learning introductory programming concepts |
author |
Silva, Fernando Henrique Carvalho |
author_facet |
Silva, Fernando Henrique Carvalho |
author_role |
author |
dc.contributor.none.fl_str_mv |
Isotani, Seiji |
dc.contributor.author.fl_str_mv |
Silva, Fernando Henrique Carvalho |
dc.subject.por.fl_str_mv |
Agrupamento Ciência da computação Clustering Computer science Computer science in education Data mining Informática na educação Mineração de dados Problem solving Resolução de problemas Tinkering Tinkering |
topic |
Agrupamento Ciência da computação Clustering Computer science Computer science in education Data mining Informática na educação Mineração de dados Problem solving Resolução de problemas Tinkering Tinkering |
description |
Computer programming skills are becoming essential across different fields and disciplines, and as integrating part of computer science basic formation curriculum, these skills are considered problem-solving activities. Problem-solving is an internal cognitive process of a high order that searches for a solution for a problem or a path to a given goal. As an internal process, problemsolving strategies cannot be observed directly and must be inferred. That necessity led several researchers to identify and classify those strategies based on students behaviors. Among those researches, the classification between tinkerers and planners proposed by Turkle and Papert was used in this work. In this classification, planners are students who present a structured, top-down strategy to solve problems, which is commonly reinforced in computer science environments. On the other hand, tinkerers employ an alternative, less structured, bottom-up problem-solving strategy that uses the systems feedback to achieve their goals. To Investigate the students tinkerer and planner behaviors in online environments and its impact on the students grades performance, firstly an educational data mining approach using clustering was employed to identify the students behaviors and the features related to tinkering, followed by an assessment of the students grades and the time that they required to finish the assignments. As a result, four behaviors were identified related to Turkle and Papert classification. Statistical tests showed that students that employed a higher amount of tinkering presented a better performance in final tests and required more time to finish their online assignments. These results indicate that tinkering is a valid problem-solving strategy with potential that worth being explored by educators. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-09 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.teses.usp.br/teses/disponiveis/55/55134/tde-26082020-164043/ |
url |
https://www.teses.usp.br/teses/disponiveis/55/55134/tde-26082020-164043/ |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
|
dc.rights.driver.fl_str_mv |
Liberar o conteúdo para acesso público. info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Liberar o conteúdo para acesso público. |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.coverage.none.fl_str_mv |
|
dc.publisher.none.fl_str_mv |
Biblioteca Digitais de Teses e Dissertações da USP |
publisher.none.fl_str_mv |
Biblioteca Digitais de Teses e Dissertações da USP |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da USP instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
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USP |
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USP |
reponame_str |
Biblioteca Digital de Teses e Dissertações da USP |
collection |
Biblioteca Digital de Teses e Dissertações da USP |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da USP - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
virginia@if.usp.br|| atendimento@aguia.usp.br||virginia@if.usp.br |
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1809091104322093056 |