Cognitive conflicts in collaborative programming and their impact on computational concept acquisition

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2025-05-15 DOI:10.1016/j.learninstruc.2025.102151

Jinbo Tan , Sisi Wu , Lei Wu , Shanshan Ma

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引用次数: 0

Abstract

Background

Collaborative programming has become an increasingly important approach for developing computational thinking. The occurrence and resolution of cognitive conflicts have been considered an essential opportunity for students to acquire and construct the corresponding computational concepts. Managing students' cognitive conflicts might critically impact students' learning performance and experience.

Aims

This study aims to analyze students' collaborative dialogue texts from the time series perspective to explore the cognitive conflict management patterns in collaborative programming activities and examine students' acquisition of computational concepts and collaborative experience in different cognitive conflict management patterns.

Samples

Participants were 48 seventh-grade students.

Methods

Participants were asked to attend a lecture for four weeks and then randomly assigned to 16 groups of three. Each group was asked to work on three programming tasks in three weeks collaboratively. Students' dialogue during the collaboration was audio-recorded for examining their cognitive conflict behaviors. After which, students were asked to complete a test of computational concepts and a questionnaire about their collaborative experience.

Results

Four cognitive conflict management patterns were identified: leadership manipulation, consensus-seeking, relationship protection, and discussion construction. Students using the discussion construction pattern demonstrated the strongest understanding of computational concepts and had more positive collaborative experiences.

Conclusion

This study highlights the importance of structured debate processes in managing cognitive conflicts and enhancing knowledge acquisition and collaborative experiences. The findings provide actionable insights for educators to guide students in effectively managing cognitive conflicts during collaborative programming.

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协同编程中的认知冲突及其对计算概念习得的影响

协作编程已经成为发展计算思维的一种越来越重要的方法。认知冲突的发生和解决被认为是学生获得和构建相应计算概念的重要机会。管理学生的认知冲突可能会严重影响学生的学习表现和体验。目的从时间序列角度分析学生协作对话文本，探讨协作编程活动中的认知冲突管理模式，考察不同认知冲突管理模式下学生对计算概念和协作经验的习得情况。参与者是48名七年级学生。方法要求参与者参加为期四周的讲座，然后随机分为16组，每组三人。每个小组被要求在三周内协作完成三个编程任务。录音学生在合作过程中的对话，以检查他们的认知冲突行为。之后，学生们被要求完成一项计算概念测试和一份关于他们合作经验的问卷。结果发现四种认知冲突管理模式：领导操纵、共识寻求、关系保护和讨论构建。使用讨论建构模式的学生对计算概念的理解最强，并有更积极的合作经验。本研究强调了结构化辩论过程在管理认知冲突、增强知识获取和协作体验方面的重要性。研究结果为教育工作者指导学生在协作编程过程中有效管理认知冲突提供了可行的见解。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.