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dc.contributor.authorBreed, Elizabeth Alice
dc.contributor.authorMentz, Elsa
dc.contributor.authorVan der Westhuizen, Gerhardus
dc.date.accessioned2017-02-09T07:02:24Z
dc.date.available2017-02-09T07:02:24Z
dc.date.issued2014
dc.identifier.citationBreed, B. et al. 2014. A metacognitive approach to pair programming: influence on metacognitive awareness. Electronic journal of research in educational psychology, 12(1):33-60. [http://investigacion-psicopedagogica.org/revista/new/english/index.php?n=32]en_US
dc.identifier.issn1696-2095
dc.identifier.urihttp://hdl.handle.net/10394/20267
dc.identifier.urihttp://investigacion-psicopedagogica.org/revista/new/english/index.php?n=32
dc.description.abstractIntroduction. The research focused on metacognition in a collaborative learning setting. Based on a comprehensive literature study the researchers designed a metacognitive teachinglearning strategy for pair programmers. Our purpose was to investigate the influence of this metacognitive teaching-learning strategy during pair programming in an educational context on metacognitive awareness. Method. A mixed method research design was used, including two questionnaires, individual interviews, and individual journals. The participants were 67 grade 11 learners who had been implementing pair programming in the learning of Information Technology at secondary school level. The metacognitive teaching-learning strategy was implemented by the experimental group. Results. The results derived from the empirical study showed that the learners in the experimental group, who had implemented the metacognitive teaching-learning strategy while programming in pairs, reported an enhancement in the areas of planning, information management, monitoring and evaluation, with regard to metacognitive awareness. Discussion and conclusion. This research highlighted the importance of a metacognitive teaching-learning strategy when learners are programming in pairs. The findings could do much to advance teaching and learning in computer programming, and to inform future research and practice. The metacognitive teaching-learning strategy implemented during the research was adapted to make it suitable for use by teachers and learners during pair programming.
dc.language.isoenen_US
dc.publisherUniversity of Almeriaen_US
dc.subjectMetacognitionen_US
dc.subjectcollaborative learningen_US
dc.subjectpair programmingen_US
dc.subjectmetacognitive teaching-learning strategyen_US
dc.titleA metacognitive approach to pair programming: influence on metacognitive awarenessen_US
dc.typeArticleen_US
dc.contributor.researchID11638214 - Breed, Elizabeth Alice
dc.contributor.researchID10055851 - Van der Westhuizen, Gerhardus
dc.contributor.researchID10064915 - Mentz, Elsa


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