1887

n Suid-Afrikaanse Tydskrif vir Natuurwetenskap en Tegnologie - Paarprogrammering : meer as net saamwerk in pare : oorspronklike navorsing

Volume 31, Issue 1
  • ISSN : 0254-3486
  • E-ISSN: 2222-4173

Abstract

Paarprogrammering het in die industrie ontstaan waar die fokus op die ontwikkeling van programme teen die mees koste- en tyd-effektiewe wyse binne die raamwerk van kwaliteit behoort plaas te vind. Die klem is in hierdie konteks geplaas op die feit dat 'n bepaalde programkode nie deur een persoon alleen ontwikkel behoort te word nie, maar dat twee persone mekaar kan bystaan om 'n beter programkode te skryf, en mekaar ook kan aanspoor om vinniger te werk. Die probleem met hierdie benadering was egter dat beginnerprogrammeerders in die industrie nie vooraf op tersiêre vlak genoegsaam met sosiale vaardighede bemagtig is om saam te werk aan programkode nie. Die eise van die industrie, veral die sterker nadruk op samewerking in programmering, het meegebring dat in die laat negentigerjare ook in die tersiêre opleiding van programmeerders veld begin wen het. Die pedagogiese beginsels waarop enige onderrig-leerstrategie gebou moes word, is in hierdie proses egter grootliks oor die hoof gesien. Hierdie artikel doen eerstens verslag oor 'n ondersoek rakende die semantiese en ontologiese onderskeid tussen koöperatiewe () en samewerkende () leer, en tweedens dat paarprogrammering, binne die konteks van 'n sosiaal-konstruktiwistiese benadering tot onderrig en leer as 'n samewerkende onderrig-leer strategie beskou kan word. Paarprogrammering is méér as bloot om twee leerders en/of studente saam aan 'n opdrag of programmeertaak te laat werk. Die meer gestruktureerde wyse, waarop paarprogrammering geïmplementeer moet word, stem ooreen met die beginsels van koöperatiewe leer. Daar word tot die gevolgtrekking gekom dat die korrekte pedagogiese toepassing van paarprogrammering as koöperatiewe onder-leerstrategie in tersiêre onderwys leerwins binne die onderrig-leersituasie verhoog.


Pair programming originated in the industry where focus is placed on the development of a programme at the most cost- and time-effective manner, and within the parameters of quality. In this context, a specific programming code is not developed individually; rather, two people work together in order to ensure a higher quality programming code and to motivate each other to work at a faster pace. The problem with this approach was that novice programmers lacked the social skills to work in pairs as they had not been exposed to this sufficiently at tertiary level. The demand of the industry, especially in terms of programmers needing to be able to programme together, led to the incorporation of pair programming at tertiary level in the late nineties. The pedagogical principles on which any teaching-learning strategy should be built were, however, largely overlooked during this process. This article firstly looks into the semantic and ontological differences between co-operative and collaborative learning and secondly argues that pair programming, within the context of a social constructivist approach to teaching and learning, can be seen as a co-operative teaching-learning strategy. Pair programming is more than just allowing two students to work together on a programming task. The more structured way, in which pair programming needs to be implemented, concur with the principles of co-operative learning. The article concludes that the correct pedagogical application of pair programming as a co-operative teaching-learning strategy in tertiary education will result in improved learning capital.

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/content/aknat/31/1/EJC122142
2012-01-01
2019-08-18

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