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Embedding Cognitive Apprenticeship With Role-Switched Pair Programming: Toward Mastery Learning in Computational Thinking and Co-Regulation.

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Title: Embedding Cognitive Apprenticeship With Role-Switched Pair Programming: Toward Mastery Learning in Computational Thinking and Co-Regulation.
Authors: Lee, Jooyoung1 (AUTHOR), Shin, Yoonhee1 (AUTHOR) yoonheeshin@hanyang.ac.kr
Source: Journal of Educational Computing Research. Jun2026, Vol. 64 Issue 4, p924-950. 27p.
Subjects: Computational thinking, Mastery learning, Elementary education, Visual programming (Computer science), Collaborative learning
Abstract: This study explores instructional interventions designed to support mastery learning among fifth- and sixth-grade students in an after-school setup using block-based coding platforms. It presents a cognitive apprenticeship-based pair programming (PP) approach through which educators can design lessons that can offer targeted learning support to enhance computational thinking (CT) and co-regulation. Specifically, the study examines the effects of integrating role switching within three core phases of the cognitive apprenticeship in a PP environment. Using a quasi-experimental design (N = 85), we administered a pre- and post-test CT questionnaire, a post-test co-regulation questionnaire, activity sheets, and reflective journals to novice learners in an after-school program. The findings indicate that embedding the three core phases of cognitive apprenticeship, together with structured role switching in PP, significantly enhanced elementary students' CT and co-regulation. An integrated instructional design, comprising brief modeling videos for knowledge delivery, structured scaffolding and reflection for CT development, and role switching to foster co-regulation and reduce cognitive load, offers a practical and scalable approach to collaborative learning. The study also offers recommendations for future research and instructional design to refine PP practices in collaborative learning contexts. [ABSTRACT FROM AUTHOR]
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Database: Engineering Source
Description
Abstract:This study explores instructional interventions designed to support mastery learning among fifth- and sixth-grade students in an after-school setup using block-based coding platforms. It presents a cognitive apprenticeship-based pair programming (PP) approach through which educators can design lessons that can offer targeted learning support to enhance computational thinking (CT) and co-regulation. Specifically, the study examines the effects of integrating role switching within three core phases of the cognitive apprenticeship in a PP environment. Using a quasi-experimental design (N = 85), we administered a pre- and post-test CT questionnaire, a post-test co-regulation questionnaire, activity sheets, and reflective journals to novice learners in an after-school program. The findings indicate that embedding the three core phases of cognitive apprenticeship, together with structured role switching in PP, significantly enhanced elementary students' CT and co-regulation. An integrated instructional design, comprising brief modeling videos for knowledge delivery, structured scaffolding and reflection for CT development, and role switching to foster co-regulation and reduce cognitive load, offers a practical and scalable approach to collaborative learning. The study also offers recommendations for future research and instructional design to refine PP practices in collaborative learning contexts. [ABSTRACT FROM AUTHOR]
ISSN:07356331
DOI:10.1177/07356331251410016