Research On Characteristics Of Knowledge Building Discourse In Primary School Scratch Pair Programming

Programming education in the 21st century should be an education that focuses on understanding students' learning processes and encourages students to actively construct programming knowledge,but programming education is still dominated by the traditional classroom,using a single summative assessment method such as exams and homework assignments,with little attention paid to implicit factors such as students' ways of thinking,developmental changes in knowledge progress,and knowledge building processes.The reasons for this situation are,on the one hand,the constraints of the traditional classroom that lead to limited pedagogical innovation and,on the other hand,the lack of effective learning analytics technologies that make it impossible for pedagogues to process process data such as discourse and interaction behaviors that reflect students' cognitive states in programming learning.It has been proved that knowledge building is a process evaluation method,and introducing knowledge building into primary and secondary school programming education can evaluate students' comprehensive quality in a more scientific way,and also enable students to develop collaborative programming and inquiry learning skills in the process of collaborative learning and active inquiry;in addition,a new teaching format of pair programming can be used in order to let students actively collaborate and express their views.What are the characteristics of students' knowledge building discourse in pair programming?What are the characteristics and differences of pair programming groups at different levels?With these questions in mind,the article presents a paired programming activity in the fifth grade,and the specific research process includes.First,through reviewing the literature,we understand the current development status and achievements of knowledge building,sort out and summarize the current research hotspots of knowledge building;understand the implementation strategies and pairing rules of pairing programming;understand the relevant practices of epistemic network analysis,and master the calculation and analysis steps.Thus,we can provide theoretical and technical basis for the article.Second,a paired grouping strategy was developed to carry out teaching practice and collect student discourse records and behavior records;a coding system was developed to transcribe,code,integrate and group the data.Third,data mining is implemented using epistemic network analysis to visually analyze the text of students' discourse;analyze the discourse characteristics of groups with different proficiency levels and groups with different learning levels,explore the process of discourse evolution,understand the profound meanings expressed in the data from the perspectives of collaborative argumentation,viewpoint building,cognitive conflict and knowledge evolution,and gradually understand the process and characteristics of students' knowledge building discourse in data mining.Fourth,based on the results of data analysis,we draw research conclusions and summarize the characteristics of knowledge building discourse;we summarize them from three perspectives,including:the development path of knowledge building discourse,the characteristics of discourse types in knowledge building discourse,and the characteristics of discourse contents in knowledge building discourse.And based on the research results,we draw research insights and give teaching suggestions from three aspects:situational knowledge building,self-knowledge building and group knowledge building,respectively.The article combines pair programming with knowledge building,which is a useful exploration of programming teaching after the IT curriculum reform;meanwhile,it uses epistemic network analysis as a data processing tool and proves its effectiveness in teaching evaluation;in addition,the findings of the article summarize the conversational characteristics of students' knowledge building in pair programming and obtain valuable patterns,which provide valuable references for teachers' teaching.