The article discusses the importance of pairing students into dyads for problem-solving in an educational context, particularly within the Problem-Solving Space (PSS) framework. These partnerships foster effective communication and peer learning, where students can share insights and offer feedback to one another. The integration of pair programming in computer science education mirrors this approach, utilizing shared technology to engage in collaborative roles of driver and navigator. This adaptation retains the core benefits of PSS, allowing for dynamic interaction and a deeper grasp of problem-solving concepts among learners.
In the PSS model, dyads encourage collaboration among students, enabling them to share knowledge and provide critique, facilitating a deeper understanding of problem-solving.
Pair programming, adapted from PSS, involves two roles—driver and navigator—using a shared computer, enhancing collaboration and matching the original PSS design.
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