/ en / Traditional / help

Beats Biblionetz - Bücher

Neo-Piagetian Theory and the Novice Programmer

Donna Teague , local web 
Thumbnail des PDFs

iconZusammenfassungen

Neo-Piagetian Theory and the Novice ProgrammerThe purpose of this research is to understand why so many students find learning to program difficult. I studied novice computer programmers in (close to) their natural environment at university. This research provides evidence that the development of programming skills can be described using the neo-Piagetian cognitive development framework. While others have used classical Piagetian theory to talk about learning to program, the neo-Piagetian framework has not previously been used empirically to study programming behaviour. Understanding how novices develop programming skills will enable educators to better assist those who struggle to learn programming. As neo-Piagetian theory is not age-specific, this research informs not only tertiary pedagogy, but teaching and learning of computer programming in any setting.
A longitudinal study which forms part of this thesis shows that the development of programming skills is sequential and cumulative. Novice programmers pass through at least three stages: sensorimotor, preoperational and concrete operational. An overlapping waves model of development was adopted to explain concurrent manifestation of two of those stages. The most mature stage, formal operational, was not considered in depth in this thesis.
I completed both qualitative and quantitative data analysis. The qualitative data was from novice programmers thinking aloud as they completed programming exercises. The quantitative data was collected from in-class testing of entire cohorts of introductory programming students. An analysis of this triangulated data has identified the behaviours of sensorimotor and preoperational novices in contrast to the more mature concrete operational novices.
It was found that sensorimotor and preoperational reasoning behaviours are evident in novices very early in semester. Further, even by the end of that first semester, many students had not yet reached the concrete operational stage.
This research explains why some students have a hard time learning to program. It is not because they are not smart enough; not because they do not have a "geek gene"; and not because programming is an intrinsically difficult subject. Programming competence requires abstract reasoning skills, and learning to program is about the sequential and cumulative development of those abstract reasoning skills in an unfamiliar domain. This thesis identifies the manifestations of each of the early stages of development in the programming domain. That information will enable educators to (a) identify the developmental stage of their students, (b) provide stage-appropriate learning resources and (c) assist students in transitioning to the next more mature stage of reasoning.
Von Donna Teague in der Dissertation Neo-Piagetian Theory and the Novice Programmer (2015)

iconDiese Doktorarbeit erwähnt ...


Personen
KB IB clear
Alireza Ahadi, Mordechai Ben-Ari, Jens Bennedsen, Susan Bergin, Jerome S. Bruner, Michael E. Caspersen, Benedict du Boulay, David Ginat, Anabela Jesus Gomes, Jeff Kramer, Catherine Lang, Sue Lewis, Colleen M. Lewis, Raymond Lister, Judy McKay, António José Mendes, George Miller, John Monk, Tim O'Shea, Seymour Papert, Roy Pea, Ronan Reilly, Anthony Robins, Carsten Schulte, Elliot Soloway, Jim Spohrer, Lew Semjonowitsch Vygotsky

Aussagen
KB IB clear
Programmieren ist schwierig

Begriffe
KB IB clear
Fehlvorstellungen / misconceptions, Fehlvorstellungen beim Programmieren, Formal-operatives Denkenformal operational stage, Konkrete Operationen concrete operational stage, Konstruktionismusconstructionism, Konstruktivismusconstructivism, notional machine, Novicenovice, Präoperationales Stadiumpreoperational stage, Programmierenprogramming, Sensumotorisches Stadium, SOLO-Taxonomie, Stadien der kindlichen Entwicklung nach PiagetPiaget's theory of cognitive development
icon
Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
1930 local  Mind in Society (Lew Semjonowitsch Vygotsky) 4, 4, 12, 12, 11, 3, 8, 2, 4, 8, 6, 51773952146
1960 local  The Process of Education (Jerome S. Bruner) 10, 5, 10, 6, 11, 2, 2, 9, 2, 5, 2, 5851652710
1962 Thought and Language (Lew Semjonowitsch Vygotsky) 55200
1982 local web  Mindstorms (Seymour Papert) 13, 8, 14, 7, 17, 2, 4, 13, 4, 5, 3, 83224785782
1988  local  Studying the Novice Programmer (Elliot Soloway, Jim Spohrer) 10, 11, 12, 1, 9, 1, 4, 13, 1, 3, 2, 762487482
2006 Computer Science Education 4/20066, 1, 6, 3, 8, 1, 2, 4, 1, 2, 1, 6346336
2006 ICER 2006 (Richard J. Anderson, Sally Fincher, Mark Guzdial) 7, 3, 10, 5, 8, 1, 8, 10, 4, 1, 2, 632636446
2007 ITiCSE 2007 (Janet Hughes, D. Ramanee Peiris, Paul T. Tymann) 7, 5, 13, 3, 6, 1, 4, 8, 1, 1, 1, 85727181015
2008 ICER 2008 (Michael E. Caspersen, Raymond Lister, Mike Clancy) 7, 4, 10, 1, 6, 1, 4, 12, 1, 4, 1, 350453449
2010 Computer Science Education 1/20102, 1, 6, 2, 10, 2, 18, 3, 3, 3, 3, 59135353
2010 ITiCSE 2010 (Reyyan Ayfer, John Impagliazzo, Cary Laxer) 13, 10, 12, 13, 6, 9, 1, 3, 5, 3, 2, 42323741861
2012 ICER 2012 (Alison Clear, Kate Sanders, Beth Simon) 2, 8, 1, 10, 6, 13, 1, 1, 7, 4, 1, 5321025483
2013 ICER 2013 (Beth Simon, Alison Clear, Quintin I. Cutts) 1, 8, 3, 9, 4, 11, 1, 3, 7, 4, 1, 5491285510
icon
Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
1930 local web  Interaction between Learning and Development (Lew Semjonowitsch Vygotsky) 6, 2, 4, 6, 1, 1, 1, 4, 3, 3, 3, 586549
1956 local web  The Magical Number Seven (George Miller) 2, 7, 6, 10, 5, 13, 2, 2, 4, 5, 3, 662361711
1981 local  The black box inside the glass box (Benedict du Boulay, Tim O'Shea, John Monk) 7, 4, 11, 5, 11, 3, 6, 11, 4, 3, 1, 420144697
1986 local web  Language‐Independent Conceptual «Bugs» in Novice Programming (Roy Pea) 7, 1, 9, 4, 9, 1, 3, 5, 3, 2, 1, 54165284
1986 local web  Learning to program = learning to construct mechanisms and explanations (Elliot Soloway) 1, 7, 3, 11, 3, 12, 1, 6, 5, 3, 1, 71497332
1998 local web  Constructivism in Computer Science Education (Mordechai Ben-Ari) 10, 9, 14, 3, 16, 2, 5, 5, 3, 3, 2, 424274510
2006 local web  Predicting introductory programming performance (Susan Bergin, Ronan Reilly) 2100
2006 local web  What do teachers teach in introductory programming? (Carsten Schulte, Jens Bennedsen) 4, 1, 6, 10, 6, 9, 1, 7, 9, 3, 1, 4484308
2007 local web  Is Abstraction the Key to Computing? (Jeff Kramer) 6, 2, 8, 8, 9, 1, 5, 7, 3, 3, 2, 43144575
2007 Seven factors that influence ICT student achievement (Catherine Lang, Judy McKay, Sue Lewis) 1200
2007 Hasty design, futile patching and the elaboration of rigor (David Ginat) 1200
2008 local web  Abstraction ability as an indicator of success for learning computing science? (Jens Bennedsen, Michael E. Caspersen) 1, 6, 1, 9, 2, 9, 1, 2, 4, 1, 3, 2222146
2010 local web  Learning edge momentum (Anthony Robins) 7700
2010 A study on student performance in first year CS courses (Anabela Jesus Gomes, António José Mendes) 1200
2012 local web  The importance of students' attention to program state (Colleen M. Lewis) 6, 2, 10, 2, 7, 1, 4, 4, 1, 3, 1, 52125317
2013 local web  Geek genes, prior knowledge, stumbling points and learning edge momentum (Alireza Ahadi, Raymond Lister) 6, 2, 5, 6, 6, 1, 1, 2, 2, 2, 1, 4114180

iconDiese Doktorarbeit erwähnt vermutlich nicht ... Eine statistisch erstelle Liste von nicht erwähnten (oder zumindest nicht erfassten) Begriffen, die aufgrund der erwähnten Begriffe eine hohe Wahrscheinlichkeit aufweisen, erwähnt zu werden.

iconTagcloud

iconZitationsgraph

Diese Grafik ist nur im SVG-Format verfügbar. Dieses Format wird vom verwendeteten Browser offenbar nicht unterstützt.

Diese Grafik fensterfüllend anzeigen (SVG)

iconZeitleiste

iconErwähnungen  Dies ist eine nach Erscheinungsjahr geordnete Liste aller im Biblionetz vorhandenen Werke, die das ausgewählte Thema behandeln.

iconVolltext dieses Dokuments

Auf dem WWW Neo-Piagetian Theory and the Novice Programmer: Gesamtes Buch als Volltext (lokal: PDF, 10181 kByte; WWW: Link OK 2021-03-21)

iconAnderswo suchen  Auch im Biblionetz finden Sie nicht alles. Aus diesem Grund bietet das Biblionetz bereits ausgefüllte Suchformulare für verschiedene Suchdienste an. Biblionetztreffer werden dabei ausgeschlossen.

iconBeat und diese Dissertation

Beat hat diese Dissertation während seiner Zeit am Institut für Medien und Schule (IMS) ins Biblionetz aufgenommen. Beat besitzt kein physisches, aber ein digitales Exemplar. Eine digitale Version ist auf dem Internet verfügbar (s.o.). Es gibt bisher nur wenige Objekte im Biblionetz, die dieses Werk zitieren.

iconBiblionetz-History Dies ist eine graphische Darstellung, wann wie viele Verweise von und zu diesem Objekt ins Biblionetz eingetragen wurden und wie oft die Seite abgerufen wurde.