Diesburg, Sarah, Schafer, Ben · UNI ScholarWorks (University of Northern Iowa) · 2025
For traditional subjects like maths or science, most K–12 teachers have years of exposure, both as students and through formal training within their teacher preparation programme. Computer science is a relatively new addition to the curriculum, and here in Iowa in the United States, many K–12 teachers are stepping into the role of computer science instructors with little to no prior experience in the subject. This creates a unique and often daunting situation: teachers are learning the content themselves while simultaneously teaching or preparing to teach it. Working with teachers placed in this situation has given us a unique opportunity to consider the intersection between the teaching and learning of programming by asking these teachers to reflect on the often-overlooked elements of programming. This article summarises the most common takeaways mentioned by these teachers as they reflect on their learning, and how they will translate to their own classrooms.
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Marietjie Havenga · African Sun Media eBooks · 2022
The learning of computer programming is difficult and therefore teachers are required to support learners. This implies that the teacher needs to use various skills, strategies and activities to scaffold the learning of programming. The purpose of this chapter is to provide guidelines in teaching computer programming.
Cited by 2Open access
Chantal Buteau, Maryna Rafalska, Xuemei Chen et al. · 2024
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Leonard J. Mselle · SSRN Electronic Journal · 2023
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Michael G. Strawser, Russell Carpenter · 2026
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2008
Learning programming evokes strong emotions in people. These emotional responses can be either positive or negative. In this paper we start by looking at how we as educators can utilise these responses. The affective domain in education focuses on the feelings associated with learning. We describe some traditional educational theories on affective education and how they could apply to learning programming. We argue that affective issues are important and educators should be aware of them. One of our aims is to see if there are practical ways in which we as educators can increase the level of affective attainment of students and in so doing improve their cognitive development in programming.
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François Jacquenet · HAL (Le Centre pour la Communication Scientifique Directe) · 2008
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Lynne P. Baldwin, Jasna Kuljis · Journal of Computing and Information Technology · 2000
This paper describes the programming knowledge and skills that learners need to develop, and concludes that this is an area of computer science education where those involved in the teaching of programming need to further consider the nature, structure and function of domain specific knowledge. Visualisation techniques may offer important insights into the learning and teaching of programming. It has been argued that conceptual models could serve to enhance learners' conceptual understanding of programming, and we describe how these may effectively be used in the teaching of programming. The methods to enhance the development of accurate mental models include: designing the interface so that users can interact actively with it; using metaphors and analogies to explain concepts; and using spatial relationships so that users can develop capabilities for mental simulations.
Cited by 23Open access
Veronika Stoffová, Olga Horváth, José Naranjo · ICERI proceedings · 2024
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Teixeira, Ana, Gomes, Anabela, Orvalho, Joao · Repositório Comum (Repositório Científico de Acesso Aberto de Portugal) · 2016
The high failure rates and abandonment are common in introductory programming courses in many higher education institutions worldwide. Different solutions have been proposed in literature trying to solve the problem but the situation remains virtually unchanged. Some members of this group also contributed with computer-based tools and different studies to understand and reduce this problem. Among the works carried out, the importance of investing in motivational aspects and the ability to solve problems is highlighted. This paper describes a new approach in order to contribute in solving this problem. The idea is to investigate the psychophysiological response of individuals during testing. The goal is to measure aspects of interest like the ability of abstraction, emotions, concentration, frustration, immersion, load/stress and cognitive level, in complex scenarios such as the resolution of programming problems. Thus, we intend to use new forms of interaction as Brain Computer Interfaces (BCI), eyetracking and other low-cost instruments (e.g.: BITalino) using body signals to extract information of interest. This information will be included in an e-learning system adapting its interface according to the users actions.
Cited by 1Open access
Anthony Robins, Janet Rountree, Nathan Rountree · Computer Science Education · 2003
In this paper we review the literature relating to the psychological/educational study of programming. We identify general trends comparing novice and expert programmers, programming knowledge and strategies, program generation and comprehension, and object-oriented versus procedural programming. (We do not cover research relating specifically to other programming styles.) The main focus of the review is on novice programming and topics relating to novice teaching and learning. Various problems experienced by novices are identified, including issues relating to basic program design, to algorithmic complexity in certain language features, to the “fragility” of novice knowledge, and so on. We summarise this material and suggest some practical implications for teachers. We suggest that a key issue that emerges is the distinction between effective and ineffective novices. What characterises effective novices? Is it possible to identify the specific deficits of ineffective novices and help them to become effective learners of programming?
Cited by 1,545
Siva Kumar Dorairaj, Jaspaljeet Singh, Mohana Shanmugam et al. · 2016
This research paper reports on an initial study carried out to examine the effectiveness of pair programming in teaching computer programming in Universiti Tenaga Nasional (UNITEN) during the second semester of Academic Year 2007/2008. It involved thirty-six second year students learning “C to Computer Graphics ” course. Our research focused on investigating the effects of pair programming on student attitude towards learning programming and performance in the programming
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Bulletin of Miscellaneous Information (Royal Gardens Kew)
This article introduced the remote lab Block.Ino to support the teaching and learning of computer programming. In a remote lab user work with equipment or devices and observe activities through a web camera. The validation was performed in order to understand the acceptance of the services and resources available. It was performed in two scenarios where Block.Ino was employed to perform practical online activities. Questionnaires were applied that sought the perception of the respondents about their experience using the remote laboratory. The questionnaires included items related to usability, learning perception, usefulness and satisfaction, by the two focus groups of the research (presential higher education and basic education). 144 students participated in the research (103 high school and 41 higher education). The average scores for the 24 items, arranged on a Likert scale of 5 (-2 to 2) points, were 1.58 for high school and 1.43 for higher education. The results showed that Block.Ino can bring benefits to practical activities in introductory computer programming disciplines, especially outside the classroom environment, by taking advantage of existing connectivity, and by using mobile devices to perform practical activities.
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Alain Kabo Mbiada, Bassey Isong, Francis Lugayizi et al. · 2022 International Conference on Electrical, Computer and Energy Technologies (ICECET) · 2022
Computer programming is at the core of the computing discipline and its understanding and mastery are critical to a student’s success. However, its abstract nature makes it difficult to teach, learn, understand and assimilate. Moreover, most introductory programming (IP) modules are now offered by several students with diverse backgrounds (computing and non-computing) in most institutions as a means of ensuring digital core competencies in all disciplines. This has led the majority of these students to face several challenges leading to a lack of motivation, significant failure and dropout rates despite several teaching and learning methods and tools that have been proposed, designed and developed. This paper, therefore, surveyed different methods and tools geared at IP teaching and learning to improve their learning experience. Several studies were considered and the findings were grouped into delivery-based, content-based, tool-based, and assessment-based approaches. In addition, the advantages and disadvantages of the reviewed methods were also illustrated, as well as the contexts of their application. Also, several challenges and opportunities for future research were identified.
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Mohd Faizul Emizal Bin Mohd Ghazi, Astri Idayu Athesan · International Journal of Research Publications · 2021
This paper discusses the application of constructivist approaches for teaching and learning computer programming in Problem Solving and Program Design courses. It provides an overview of constructivist approaches and how to adapt to current teaching technique. The paper then describes how educators must change their role from being a source of direct transfer to being a reference source that guides and triggers students' interest and understanding. The approach accentuates the need of active and collaborative learning for them to discover and be able to construct new knowledge. This approach focuses on enGauge 21st Century Skills education model which are mapped to the suitable Constructivist Teaching Modes to teach programming in the classroom teaching module. Module developed are used as tools in delivering, to facilitate the idea of programming concepts approach. The context is based on constructivism teaching where the educators act as a facilitator during class to accommodate the unique learning curve of each individual. The technology allows guided exploration yet indulges in a dynamic learning process that can spark the formation of self-directed learning patterns which suits individuals as well as combinations of groups of students. To achieve this, educators need to devise an appropriate approach in their teaching pattern towards the effective learning delivery for constructivist teaching of computer science and technology.
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Xiaona Xie, Zhengwei Chang · Communications in computer and information science · 2011
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Wafaa Adnan Alsaggaf, Wafaa A Alsaggaf · 2013
I certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged, and ethics procedures and guidelines have been followed.
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Martin HRDLIČKA · Digital Repository (National Repository of Grey Literature) · 2013
This bachelor thesis deals with the use of mind maps in teaching programming, and at the same time using the publicly available software and techniques created with the help of production for this activity. The procedures will be demonstrated in the Java programming language, Java SE platform, which is object-oriented. Working with objects will be included in a mind map. This programming language uses a large number of libraries, so there will often use the library and processed using a mind map. The main objective and the practical part is to propose a methodology for the design and readability entered as data. This thesis deals with wider applicability in the field of algorithms. How to implement these draft maps for these topics. I will focus on a comparison of publicly available software, which will be included in the general requirements for this type of programs. The next objective is to elaborate collection of examples of mind maps, including the so-called Topic maps and video processing for demonstration. UML have some parts like mind, will therefore be assessed whether these diagrams are going to repaint a mind map.
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Christian RINDERKNECHT · SHILAP Revista de lepidopterología · 2014
We survey the literature about the teaching and learning of recursive programming. After a short history of the advent of recursion in programming languages and its adoption by programmers, we present curricular approaches to recursion, including a review of textbooks and some programming methodology, as well as the functional and imperative paradigms and the distinction between control flow vs. data flow. We follow the researchers in stating the problem with base cases, noting the similarity with induction in mathematics, making concrete analogies for recursion, using games, visualizations, animations, multimedia environments, intelligent tutoring systems and visual programming. We cover the usage in schools of the Logo programming language and the associated theoretical didactics, including a brief overview of the constructivist and constructionist theories of learning; we also sketch the learners' mental models which have been identified so far, and non-classical remedial strategies, such as kinesthesis and syntonicity. We append an extensive and carefully collated bibliography, which we hope will facilitate new research.
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Christina Shobana Arthur · Sunway Institutional Repository (Sunway University) · 2012
Research has shown that proficient language learners who are also called ‘Self-Directed Learners’ and ‘Good Language Learners’ constantly have successful language learning experiences. They are known to be motivated, independent, flexible and creative language learners compared to the less proficient learners. This leads us to the question, “Why do proficient English as Second Language (ESL)learners have more successful language learning experiences as compared to the less proficient ESL learners? Are the less proficient learners deemed to have bad language learning experience all the time?” This paper suggests various Neurolinguistic Programming (NLP) models that can be used by the less proficient learners who can also reach autonomy in acquiring their second language. Therefore, this paper aims to connect language teaching with learners’ cognitive behaviour in order to improve, particularly, the less proficient language learners’ learning experience through NLP. The outcome of the present study would be useful to assist language instructors in helping the less proficient ESL learners to undergo a more effective and successful second language learning experience.
Cited by 1Open access