This study examines the adaptation of the problem-solving studio to computer science education by combining it with pair programming. Pair programming is a software engineering practice in industry, but has seen mixed results in the classroom. Recent research suggests that pair programming has promise and potential to be an effective pedagogical tool, however what constitutes good instructional design and implementation for pair programming in the classroom is not clear. We developed a framework for instructional design for pair programming by adapting the problem-solving studio (PSS), a pedagogy originally from biomedical engineering. PSS involves teams of students solving open-ended problems with real-time feedback given by the instructor. Notably, PSS uses problems of adjustable difficulty to keep students of all levels engaged and functioning within the zone of proximal development. The course structure has three stages, first starting with demonstration, followed by a PSS session, then finishing with a debrief. We studied the combination of PSS and pair programming in a CS1 class over three years. Surveys of the students report a high level of engagement, learning, and motivation.

翻译：本研究探讨了将问题解决工作室与结对编程相结合应用于计算机科学教育的适应性方法。结对编程是工业界的一种软件工程实践，但在课堂中取得了参差不齐的效果。近期研究表明，结对编程有潜力成为一种有效的教学工具，然而，如何针对课堂环境设计并实施良好的教学方案仍不明确。我们通过借鉴生物医学工程领域的原始教学法——问题解决工作室（PSS），开发了一套结对编程的教学设计框架。PSS要求学生以团队形式解决开放式问题，并由教师实时提供反馈。值得注意的是，PSS采用难度可调的问题，确保各水平学生均能保持参与并在最近发展区中发挥作用。课程结构分为三个阶段：首先进行演示，随后开展PSS环节，最后进行总结汇报。我们历时三年在CS1课程中研究了PSS与结对编程的结合效果。学生调查显示，该方法显著增强了参与度、学习效果和学习动机。