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 |
|---|---|
| Language: | English |
| Authors: | Jooyoung Lee (ORCID |
| Source: | Journal of Educational Computing Research. 2026 64(4):924-950. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education Grade 5 Intermediate Grades Middle Schools Grade 6 |
| Descriptors: | Grade 5, Grade 6, After School Programs, Programming, Coding, Mastery Learning, Computation, Thinking Skills, Cognitive Processes, Elementary School Students, Role, Skill Development, Self Management, Cooperative Learning, Foreign Countries |
| Geographic Terms: | South Korea |
| DOI: | 10.1177/07356331251410016 |
| ISSN: | 0735-6331 1541-4140 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502177 |
| Database: | ERIC |
| 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. |
|---|---|
| ISSN: | 0735-6331 1541-4140 |
| DOI: | 10.1177/07356331251410016 |
