一个设计和分析CS学习环境的框架

Mikko Apiola, M. Tedre, M. Lattu, Tomi A. Pasanen
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引用次数: 2

摘要

本文的重点是理解和开发计算机科学教育的学习环境。我们提出了在欧洲和非洲成功使用的两种模式。第一个模型,计算机科学学习环境(CSLE),提出了计算机科学课程的七个维度,这是计算机科学学习环境设计中应该考虑的。第二种模式是调查性学习环境(ILE),它提出了一种行动计划模式,受行动研究的启发,将教育研究与计算机科学教学相结合。在实证部分,我们概述了两个案例研究,其中这些模型被用于在两种不同的学习环境中设计和实现计算机科学学习环境。在芬兰赫尔辛基大学的第一个案例中,我们在机器人编程课程中开发并研究了一种通过发明来学习的方法。该课程是围绕问题发现和发明而设计的,它采用了LEGO®Mindstorms机器人。在坦桑尼亚图马尼大学的第二个案例中,我们设计了一个学习和改进编程入门课程的环境。这两种模型对于设计、实现、开发和分析两种学习环境下的课程都是有用的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Towards a framework for designing and analyzing CS learning environments
This paper focuses on understanding and developing learning environments for computer science education. We present two models that we have successfully used in European and African contexts. The first model, Computer Science Learning Environments (CSLE), presents seven dimensions of computer science courses, which should be considered in learning environment design for computer science. The second model, Investigative Learning Environment (ILE), presents an action plan model, inspired by action research, for combining educational research and computer science teaching. In the empirical section we outline two case studies where these models were used to design and implement computer science learning environments in two different learning contexts. In the first case in University of Helsinki, Finland, we developed and studied a method of learning-by-inventing in a robotics programming course. That course was designed around problem discovery and inventing, and it employed LEGO® Mindstorms robots. In the second case in Tumaini University, Tanzania, we designed an environment for studying and improving introductory programming courses. Both models showed to be useful for designing, implementing, developing, and analyzing the courses in both learning contexts.
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