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Full-Text Articles in Education
Effect Of Implementing Subgoals In Code.Org’S Intro To Programming Unit In Computer Science Principles, Lauren Margulieux, Briana Baker Morrison, Baker Franke, Harivololona Ramilison
Effect Of Implementing Subgoals In Code.Org’S Intro To Programming Unit In Computer Science Principles, Lauren Margulieux, Briana Baker Morrison, Baker Franke, Harivololona Ramilison
Learning Sciences Faculty Publications
The subgoal learning framework has improved performance for novice programmers in higher education, but it has only started to be applied and studied in K-12 (primary/secondary). Programming education in K-12 is growing, and many international initiatives are attempting to increase participation, including curricular initiatives like Computer Science Principles and non-profit organizations like Code.org. Given that subgoal learning is designed to help students with no prior knowledge, we designed and implemented subgoals in the introduction to programming unit in Code.org’s Computer Science Principles course. The redesigned unit includes subgoal-oriented instruction and subgoal-themed pre-written comments that students could add to their programming …
Varying Effects Of Subgoal Labeled Expository Text In Programming, Chemistry, And Statistics, Lauren Margulieux, Richard Catrambone, Laura M. Schaeffer
Varying Effects Of Subgoal Labeled Expository Text In Programming, Chemistry, And Statistics, Lauren Margulieux, Richard Catrambone, Laura M. Schaeffer
Learning Sciences Faculty Publications
Originally intended as a replication study, this study discusses differences in problem solving performance among different domains caused by the same instructional intervention. The learning sciences acknowledges similarities in the learners’ cognitive architecture that allow interventions to apply across domains, but it also argues that each domain has characteristics that might affect how interventions impact learning. The present study uses an instructional design technique that had previously improved learners’ problem solving performance in programming: subgoal labeled expository text and subgoal labeled worked examples. It intended to replicate this effect for solving problems in statistics and chemistry. However, each of the …
Training Learners To Self-Explain: Designing Instructions And Examples To Improve Problem Solving, Lauren Margulieux, Briana B. Morrison, Mark Guzdial, Richard Catrambone
Training Learners To Self-Explain: Designing Instructions And Examples To Improve Problem Solving, Lauren Margulieux, Briana B. Morrison, Mark Guzdial, Richard Catrambone
Learning Sciences Faculty Publications
In this experiment, we integrated two learning methods – subgoal learning and constructive learning – to explore their interactions and effects on solving computer programming problems. We taught learners to solve problems using worked example and practice problem pairs with one of three kinds of instructional design that either did not highlight the subgoals, described the subgoals, or prompted participants to describe the subgoals for themselves. In addition, we varied the distance of transfer between the worked example and practice problem pairs. We found that instructions that highlighted subgoals improved performance on later problem solving tasks. The groups that performed …
Employing Subgoals In Computer Programming Education, Lauren Margulieux, Richard Catrambone, Mark Guzdial
Employing Subgoals In Computer Programming Education, Lauren Margulieux, Richard Catrambone, Mark Guzdial
Learning Sciences Faculty Publications
The rapid integration of technology into our professional and personal lives has left many education systems ill-equipped to deal with the influx of people seeking computing education. To improve computing education, we are applying techniques that have been developed for other procedural fields. The present study applied such a technique, subgoal labeled worked examples, to explore whether it would improve programming instruction. The first two experiments, conducted in a laboratory, suggest that the intervention improves undergraduate learners’ problem solving performance and affects how learners approach problem solving. A third experiment demonstrates that the intervention has similar, and perhaps stronger, effects …
Improving Problem Solving With Subgoal Labels In Expository Text And Worked Examples, Lauren Margulieux, Richard Catrambone
Improving Problem Solving With Subgoal Labels In Expository Text And Worked Examples, Lauren Margulieux, Richard Catrambone
Learning Sciences Faculty Publications
In highly procedural problem solving, procedures are typically taught with context-independent expository text that conceptually describes a procedure and context-dependent worked examples that concretely demonstrate a procedure. Subgoal labels have been used in worked examples to improve problem solving performance. The effect of subgoal labels in expository text, however, has not been explored. The present study examined the efficacy of subgoal labeled expository text and worked examples for programming education. The results show that learners who received subgoal labels in both the text and example are able to solve novel problems better than those who did not. In addition, subgoal …
Subgoal-Labeled Instructional Material Improves Performance And Transfer In Learning To Develop Mobile Applications, Lauren Margulieux, Mark Guzdial, Richard Catrambone
Subgoal-Labeled Instructional Material Improves Performance And Transfer In Learning To Develop Mobile Applications, Lauren Margulieux, Mark Guzdial, Richard Catrambone
Learning Sciences Faculty Publications
Mental models are mental representations of how an action changes a problem state. Creating a mental model early in the learning process is a strong predictor of success in computer science classes. One major problem in computer science education, however, is that novices have difficulty creating mental models perhaps because of the cognitive overload caused by traditional teaching methods. The present study employed subgoal-labeled instructional materials to promote the creation of mental models when teaching novices to program in Android App Inventor. Utilizing this and other well-established educational tools, such as scaffolding, to reduce cognitive load in computer science education …