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On the Cognitive Prerequisites of Learning Computer Programming

Technical Report No. 18
Roy Pea, D. Midian Kurland
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Roy PeaTraining in computer literacy of some form, much of which will consist of training in computer programming, is likely to involve $3 billion of the $14 billion to be spent on personal computers by 1986 (Harmon, 1983). Who will do the training? "hardware and software manufacturers, management consultants, -retailers, independent computer instruction centers, corporations' in-house training programs, public and private schools and universities, and a variety of consultants" (-ibid. , p. 2 7 ) . To date, very little is known about what one needs to know in order to learn to program, and the ways in which educators might provide optimal learning conditions. The ultimate success of these vast training programs in programming - especially toward the goal of providing a basic computer programming competency for all individuals - will depend to a great degree on an adequate understanding of the developmental psychology of programming skills, a field currently in its infancy. In the absence of such a theory, training will continue, guided - or to express it more aptly, misguided - by the tacit "folk theories" of programming development that until now have served as the underpinnings of programming instruction. Our paper begins to explore the complex agenda of issues, promise, and problems that building a developmental science of programming entails.
Von Roy Pea, D. Midian Kurland im Text On the Cognitive Prerequisites of Learning Computer Programming (1983)

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Personen
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M. Bloom, Frederick P. Brooks, Edsger W. Dijkstra, W. Feurzeig, David B. Fogel, R. Grant, D. Midian Kurland, A. W. Luehrman, Zbigniew Michalewicz, Seymour Papert, Roy Pea, Donald A. Schön, Cynthia Solomon, Joseph Weizenbaum

Begriffe
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computer literacycomputer literacy, Lernenlearning, Programmierenprogramming
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Bücher
Jahr UmschlagTitelAbrufeIBOBKBLB
1969    Programming-Languages as a Conceptual Framework for Teaching Mathematics (W. Feurzeig, Seymour Papert, M. Bloom, R. Grant, Cynthia Solomon) 1, 2, 1, 6, 3, 10, 5, 1, 4, 1, 1, 57115104
1972   The Mythical Man-Month (Frederick P. Brooks) 3, 1, 2, 6, 4, 4, 5, 3, 6, 3, 1, 328633018
1976   A Discipline of Programming (Edsger W. Dijkstra) 1, 1, 2, 1, 1, 2, 2, 8, 2, 1, 2, 1341188
1976  Die Macht der Computer und die Ohnmacht der Vernunft (Joseph Weizenbaum) 17, 7, 16, 26, 18, 40, 22, 36, 19, 21, 17, 251031582517992
1983The Reflective Practitioner (Donald A. Schön) 4, 1, 3, 8, 5, 2, 5, 3, 4, 4, 1, 34673471
2004   How to Solve It (Zbigniew Michalewicz, David B. Fogel) 2, 1, 1, 2, 3, 2, 11, 5, 2, 4, 2, 3873184
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
1972   Should the Computer Teach the Student, or Vice-Versa? (A. W. Luehrman) 3, 3, 5, 8, 3, 6, 7, 4, 3, 3, 2, 11051675
1984    On the cognitive effects of learning computer programming (Roy Pea, D. Midian Kurland) 2, 4, 3, 8, 1, 6, 4, 4, 6, 3, 3, 327153169
1984    Logo Programming and the Development of Planning Skills (Roy Pea, D. Midian Kurland) 3, 3, 4, 10, 1, 6, 2, 3, 5, 3, 2, 17141153

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