博碩士論文 975202066 詳細資訊




以作者查詢圖書館館藏 以作者查詢臺灣博碩士 以作者查詢全國書目 勘誤回報 、線上人數:62 、訪客IP:3.147.69.132
姓名 吳漢圳(Han-zhen Wu)  查詢紙本館藏   畢業系所 資訊工程學系
論文名稱 探索在註記行為中註記支援解決問題的角色:一個C++程式課程的研究案例
(Exploring the Role of Annotation Supported Problem-solving on Annotation Behavior: A Case Study of C++ Programming Course)
相關論文
★ 應用智慧分類法提升文章發佈效率於一企業之知識分享平台★ 家庭智能管控之研究與實作
★ 開放式監控影像管理系統之搜尋機制設計及驗證★ 資料探勘應用於呆滯料預警機制之建立
★ 探討問題解決模式下的學習行為分析★ 資訊系統與電子簽核流程之總管理資訊系統
★ 製造執行系統應用於半導體機台停機通知分析處理★ Apple Pay支付於iOS平台上之研究與實作
★ 應用集群分析探究學習模式對學習成效之影響★ 應用序列探勘分析影片瀏覽模式對學習成效的影響
★ 一個以服務品質為基礎的網際服務選擇最佳化方法★ 維基百科知識推薦系統對於使用e-Portfolio的學習者滿意度調查
★ 學生的學習動機、網路自我效能與系統滿意度之探討-以e-Portfolio為例★ 藉由在第二人生內使用自動對話代理人來改善英文學習成效
★ 合作式資訊搜尋對於學生個人網路搜尋能力與策略之影響★ 數位註記對學習者在線上學習環境中反思等級之影響
檔案 [Endnote RIS 格式]    [Bibtex 格式]    [相關文章]   [文章引用]   [完整記錄]   [館藏目錄]   [檢視]  [下載]
  1. 本電子論文使用權限為同意立即開放。
  2. 已達開放權限電子全文僅授權使用者為學術研究之目的,進行個人非營利性質之檢索、閱讀、列印。
  3. 請遵守中華民國著作權法之相關規定,切勿任意重製、散佈、改作、轉貼、播送,以免觸法。

摘要(中) 為了減少程式初學者學習C++程式語言的困難,學生需要使用問題解決方法幫助他們學習的程式語言。然而,問題解決方法不容易使用傳統紙筆來收集與尋找與解決問題有關的知識。因此,我們開發了註記輔助系統支支援解決問題方法,並且透過觀察學生註記行為評估在C++程式設計課程中,註記輔助系統在支援問題解決方法上扮演的角色以及學生使用註記系統與問題解決方法是否能增進學生學習成效。在這項研究中,我們在實際的大學課程上(2班大學2年級學生,共64位學生)使用註記輔助系統支援問題解決方法,觀察學生的註記行為。我們將學生分為實驗組和對照組。讓實驗組學生的班級使用註記輔助系統支援使用問題解決方法;在控制組學生班級中使用一般傳統教學。實驗數據主要從訪問兩班級教師與學生以及註記輔助系統中收集。實驗結果表明實驗組學生:(1)利用註記輔助系統支援問題解決方法能鼓勵學生建立更多的學習註記,而且比起對照組學生能夠更為主動的建立註記;(2)使用註記輔助系統支援問題解決方法除了可以幫助學生從正確的方向進行解題之外,也可以讓學生可以簡單而且快速的幫助蒐集問題解決方法需要的知識;(3)在問題解決方法中遇到同一個問題時,學生透過註記能夠將蒐集的知識逐漸轉變成自己的心得經驗。
摘要(英) In order to reduce the difficulties of learning C++ programming language for novice programmers, students need problem-solving method to help them learning C++ programming. However, the problem-solving method is not ease using pen and paper to gather and search knowledge. Therefore, we developed annotation assistant system supported problem-solving method, and we evaluated the role of annotation supported problem-solving method on annotation behavior and students learning performance in the case of C++ programming course. In this study, we used annotation assistant system supported problem-solving method in real-life university-level classes (both are sophomore course, and totally sixty-four students) to observe the students’ annotation behavior. The students were separated into experimental group and control group. The experimental group students used annotation assistant system supported problem-solving method, and control group students used traditional teaching. We collected the interview data from teachers and students and records from annotation assistant system. The experiment results show that (1) using annotation assistant system supported problem-solving method could encourage students creating more annotations, and making students aggressively created annotation than control group students; (2) using annotation assistant system supported problem-solving method that could help students solving problem in the correct direction and gathering problem-solving knowledge easily and quickly (3) students’ annotation content would transfer to the student’s experience when he encounter the question on the problem-solving method, the students will organize his experience as a answer for the problem.
關鍵字(中) ★ 註記輔助系統
★ 問題解決方法
★ C++程式設計
★ 註記行為
關鍵字(英) ★ C++ programming
★ Problem-solving method
★ Annotation assistant system
★ Annotation behavior
論文目次 摘 要 (Chinese Abstract) i
English Abstract ii
誌 謝 iii
Table of Contents iv
List of Figures v
List of Tables vi
1. Introduction 1
2. Literature review 5
2.1 Learning computer programming language 5
2.2 Problem-solving method support learning programming 6
2.3 Annotation tool support problem-solving 8
2.4 Research questions 10
3. Annotation Assistant System 11
4. Research Method 18
4.1 Research participants 18
4.2 Research Tools 19
4.3 Research schedule 20
4.4 Research variable 22
5. Experiment result and discussion 24
5.1 The effect on Annotation assistant system supported problem-solving method 24
5.1.1 Students annotation behavior in problem-solving steps 24
5.1.2 Annotation assistant system supported problem-solving method encourage student annotating behavior 25
5.1.3 Annotation assistant system supported problem-solving method allowed students to organize experience 27
5.2 The learning performance for both group students 29
6. Conclusions and Future Research 32
References 34
Appendixes 38
Appendix I. C / C++ programming language course educational background and programming ability questionnaire 38
Appendix II. C++ programming pre-test examination paper 39
Appendix III C++ programming post-test examination paper 41
Appendix IV Annotation assistant system structure and functions 46
參考文獻 Bancroft, P. & Roe, P. (2006). Program Annotations: Feedback for Students Learning to Program. Eighth Australasian Computing Education Conference, Hobart, Tasmania, Australia.
Beryl, P. & Paul, M. (2006, January). A pen-based paperless environment for annotating and marking student assignments. Proceedings of the 7th Australasian User interface conference, Hobart, Australia.
Bishop-Clark, C. (1992). Protocol analysis of a novice programmer. ACM SIGCSE Bulletin, 24(3), 14-18.
Chang, S. H.-H., Chen, X., Priest R. A., & Plimmer B. (2008, July). Issues of extending the user interface of integrated development environments. In Proceedings of the 9th ACM SIGCHI New Zealand Chapter's International Conference on Human-Computer Interaction: Design Centered HCI.
Chen, X. & Plimmer, B. (2007, November), CodeAnnotator: digital ink annotation within Eclipse. Proceedings of the 19th Australasian conference on Computer-Human Interaction: Entertaining User Interfaces, Adelaide, Australia
Chung, C.Y. & Chen, M.P.,(2005) The Effects of Instructional Strategy and Learning Tool on Senior High Students’ Programming Learning , National Taiwan Normal University, Taipei, Taiwan.
Deek, F.P., Turoff, M., & McHugh, J. (1999). A Common Model for Problem-solving and Program Development. Journal of the IEEE, Transactions on Education, 42(4), 331–336.
Dewey, J. (1910). How we think. Boston : D.C. Health & Co. BF455 .D5
Gomes, A, & Mendes, A.J. (2007, January). Learning to program - difficulties and solutions. In Proceedings of 10th International Conference on Engineering Education. Hobart, Tasmania, Australia.
Hsiao, I.H.,& Brusilovsky, P. (2010). The role of community feedback in the student example authoring process: An evaluation of AnnotEx, British Journal of Educational Technology
Hwang, W. Y., Wang, C. Y., Hwang, G. J., Huang, Y. M., & Huang, S. (2008). A web-based programming learning environment to support cognitive development. Interacting with Computers, 20(6), 524-534.
Kelleher, C. & Pausch, R. (2005). Lowering the barriers to programming: a taxonomy of programming environments and languages for novice programmers. ACM Computing Surveys, 37(2), 88-137.
Kiewra, K.A. (1984). Acquiring effective note-taking skills: an alternative to professional note-taking. Journal of Reading, 27,299-301
Kordaki, M. (2010). A drawing and multi-representational computer environment for beginners' learning of programming using C: Design and pilot formative evaluation. Computers & Education, 54(1), 69-87
Lee, C.C. (2008). Improving Learning Achievements of Computer Programming through an Annotation Tool Supported Teaching Strategy, National Center University, Chungli, Taiwan.
Maheshwari, P.(1997). Improving the learning environment in first-year programming: integrating lectures, tutorials, and laboratories. The Journal of Computers in Mathematics and Science Teaching, 16(1), 111-131.
Makny, T., Kemp, J., & Dror, I.E. (2009). Optimising the use of note-taking as an external cognitive aid for increasing learning, British Journal of Educational Technology, 40(4), 619-635
Martin, J. L. (1999). Teaching with visual BASIC. Journal of Computer Science Education, 13(1), 12-15.
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6
Palumbo, D.B. (1990). Programming Language/Problem-Solving Research: A Review of Relevant Issues. Review of Educational Research, 60(1), 65-89.
Pea, R. D. (1983). LOGO programming and problem-solving. (Technical Report No.12). New York: Bank Street College of Education, Center for Children and Technology.
Pedersen, S. & Lin, M. (2003). Teachers' beliefs about issues in the implementation of a tudent-centered learning environment. Educational Technology, Research and Development, 51(2), 57-76.
Perkins, D. N., & Martin, F. (1986). Fragile Knowledge and Neglected Strategies in Novice Programmers. In E. Soloway, & Iyengar S., (Eds.), Empirical Studies of Programmers, Washington, DC.
Polya, G. (1945). How to solve it: A new aspect of mathematical method. Princeton, NJ:Princeton University Press.
Schollmeyer, M. (1996). Computer programming in high school vs. college. Proceedings of the twenty-seventh SIGCSE technical symposium on Computer science education, Philadelphia, Pennsylvania, United States.
Terence, C. A. (2005).Using online annotation software to provide timely feedback in an introductory programming course. 35th IEEE Frontiers in Education Conference, Arlington, VA.
Volet, S. E. & Lund, C. P. (1994). Meta cognitive instruction in introductory computer programming: A Better explanatory construct for performance than traditional factors. Journal of Education Computing Research, 10(4), 297-328.
Winslow, L. E. (1996). Programming pedagogy - A psychological overview. ACM SIGCSE Bulletin, 28, 17-22
Wolfe, J. (2002). Annotation technologies: A software and research review. Computers and Composition, 19(4), 471-497.
指導教授 楊鎮華(Stephen J.H. Yang) 審核日期 2010-7-6
推文 facebook   plurk   twitter   funp   google   live   udn   HD   myshare   reddit   netvibes   friend   youpush   delicious   baidu   
網路書籤 Google bookmarks   del.icio.us   hemidemi   myshare   

若有論文相關問題,請聯絡國立中央大學圖書館推廣服務組 TEL:(03)422-7151轉57407,或E-mail聯絡  - 隱私權政策聲明