Authors:
Fatima Abu Deeb
1
and
Timothy Hickey
2
Affiliations:
1
King Saud bin AbdulAziz University for Health Sciences, Al Ahsa and Saudi Arabia
;
2
Brandeis University, Waltham, MA and U.S.A.
Keyword(s):
Problem Solving Learning Environment, Peer Review, Educational Technology, Collaborative Learning, Computer-supported Pedagogy.
Related
Ontology
Subjects/Areas/Topics:
Active Learning
;
Classroom Management
;
Computer-Supported Education
;
e-Learning
;
e-Learning Platforms
;
Information Technologies Supporting Learning
;
Learning Analytics
;
Pattern Recognition
;
Simulation and Modeling
;
Simulation Tools and Platforms
;
Theory and Methods
Abstract:
In this paper we introduce the notion of Recursive Pedagogy, which is a computer-supported approach to teaching and learning in which students solve problems assigned by an instructor using a Problem Solving Learning Environment, and their attempts to solve that problem are then used by the system to create new kinds of problems to help them build high level cognitive skills. The Recursive Pedagogy approach generalizes an approach we introduced earlier: the Solve-Then-Debug (STD) pedagogy to teach coding. In STD, students write a program given its description and, when their code passes all of the unit tests, they debug a sequence of incorrect programs submitted by their peers, starting with those with the most common errors. In this paper, we discuss two new Recursive Pedagogies that we have implemented in the Spinoza Python Tutor: Solve-Then-Critique-Correct-Solutions shows students correct programs from their peers and asks them to critique the code relative to a rubric; Solve-The
n-Analyze-Unit-Tests shows students results of a set of unit tests and asks them to describe the probable error based on the unit test results. After students submit their Recursive Pedagogy analysis of a peer’s attempt, they are shown other students’ analyses of that attempt and are asked to select the best one. Recursive Pedagogies are designed to build skills in problem-solving, debugging, testing, and composing high quality solutions. Moreover, they can be used in a flipped class and they keep all students engaged in either problem solving or one of the other skills.
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