Zusammenfassungen
This thesis formulates and evaluates a pedagogical technique whose goal is to help beginners learn the basics of computer programming. The technique, visual program simulation (VPS), involves the learner in interactive simulations in which the learner takes on the role of the computer as the executor of a program. The student uses a given visualization of a so-called notional machine, an abstract computer, to illustrate what happens in memory as the computer processes the program. The purpose of these simulations is to help the beginner learn to reason about program execution, a skill whose development has been identified as a major challenge in introductory programming education. VPS promotes effective learning by seeking to cognitively engage the learner with a visualization. It can be made practical through visualization software. VPS software may also automatically assess students' simulations and provide personal feedback, which is a valuable asset especially in the large classes that are typical of introductory courses.
The thesis contributes to VPS in four ways. First, it formulates the concept of visual program simulation and outlines ist underpinnings in terms of learning theory. Second, it presents a new software prototype that facilitates the use of VPS in practice. Third, it reports on a preliminary empirical evaluation of VPS and the software in the context of an introductory programming course. Fourth, it makes recommendations on the use of VPS in teaching and the further development of VPS tools, which arise from the empirical work.
The findings from a mixed-methods evaluation of VPS suggest that it is a promising pedagogical approach that helps many students learn programming. At the same time, the evaluation highlights certain important weaknesses. The purpose of VPS is not obvious to many students. Care must be taken to ensure that students develop a rich understanding of what VPS is and what they stand to gain from it. For best results, it is recommended that VPS be tightly integrated into the teaching and learning environment. The results from a controlled experiment further indicate that the short-term learning benefits of a VPS assignment are heavily dependent on which interactions the assignment demands from students. This implies that extreme care must be taken in the design of VPS systems and specific assignments so that required user interactions are aligned with intended learning goals.
On a more general level, the thesis serves as an example of educational tool development that is grounded in learning theory and informed by empirical evaluations. A fairly broad review of the literature on learning and teaching introductory programming is also contributed.
Von Juha Sorva in der Dissertation Visual Program Simulation in Introductory Programming Education (2012) The thesis contributes to VPS in four ways. First, it formulates the concept of visual program simulation and outlines ist underpinnings in terms of learning theory. Second, it presents a new software prototype that facilitates the use of VPS in practice. Third, it reports on a preliminary empirical evaluation of VPS and the software in the context of an introductory programming course. Fourth, it makes recommendations on the use of VPS in teaching and the further development of VPS tools, which arise from the empirical work.
The findings from a mixed-methods evaluation of VPS suggest that it is a promising pedagogical approach that helps many students learn programming. At the same time, the evaluation highlights certain important weaknesses. The purpose of VPS is not obvious to many students. Care must be taken to ensure that students develop a rich understanding of what VPS is and what they stand to gain from it. For best results, it is recommended that VPS be tightly integrated into the teaching and learning environment. The results from a controlled experiment further indicate that the short-term learning benefits of a VPS assignment are heavily dependent on which interactions the assignment demands from students. This implies that extreme care must be taken in the design of VPS systems and specific assignments so that required user interactions are aligned with intended learning goals.
On a more general level, the thesis serves as an example of educational tool development that is grounded in learning theory and informed by empirical evaluations. A fairly broad review of the literature on learning and teaching introductory programming is also contributed.
Kapitel
- Misconception Catalogue - Appendix A (Seite 358 - 368) (2012)
Diese Doktorarbeit erwähnt ...
Personen KB IB clear | Tuukka Ahoniemi , Kirsti Ala-Mutka , Lorin W. Anderson , Michal Armoni , Michael E.Caspersen , D.P. Ausubel , Tapio Auvinen , Michael Barg , Roman Bednarik , Mordechai Ben-Ari , Jens Bennedsen , B. S. Bloom , Charles Boisvert , Shirley Booth , Jonas Boustedt , Matt Bower , John Seely Brown , Jerome S. Bruner , Angela Carbone , Michael E. Caspersen , Mike Clancy , Richard E. Clark , Allan Collins , D. E. Comer , Kate Crawford , Allen Cypher , Nell B. Dale , Peter Denning , Paul Denny , F. Détienne , Edsger W. Dijkstra , Hubert L. Dreyfus , S. Dreyfus , Tommy Dreyfus , Benedict du Boulay , David Dunning , Gil Ebel , Anna Eckerdal , Albrecht Ehlert , Allison Elliott Tew , Alan David Fekete , John D. Ferguson , Colin J. Fidge , Sally Fincher , Vashti Galpin , Erich Gamma , Tina Götschi , Tony Greening , David Gries , Scott Grissom , Mark Guzdial , John Hamer , Richard Helm , Juha Helminen , Jacob Hendrickx , J.-M. Hoc , Owen Hollands , Meriel Huggard , Dan Ingalls , Essi Isohanni , Hannu-Matti Järvinen , Ralph Johnson , Ted Kaehler , Ville Karavirta , Alan Kay , Judy Kay , Caitlin Kelleher , Jeffrey H. Kingston , Paul A. Kirschner , Dieter Klaudt , Gary Klein , Maria Knobelsdorf , Michael Kölling , Steve Kollmansberger , Ari Korhonen , David R. Krathwohl , Justin Kruger , Marja Kuittinen , Susumu Kunifuji , Mikko-Jussi Laakso , Mikko Laakso , Essi Lahtinen , Raymond Lister , Mike Lopez , Andrew Luxton-Reilly , Linxiao Ma , Lauri Malmi , John Maloney , Robert McCartney , Orni Meerbaum-Salant , Suvi Melakoski-Vistbacka , Mihail Mihaylov , George Miller , Motoki Miura , John Monk , Jan Erik Moström , Michael C. Mulder , Orna Muller , Brad Myers , Niko Myller , Seppo Nevalainen , S. E. Newmann , Jakob Nielsen , Tim O'Shea , David B. Palumbo , John F. Pane , Andrew Patterson , Randy Pausch , Roy Pea , J. Mark Pullen , Helen C. Purchase , Bruce Quig , Noa Ragonis , Chotirat Ann Ratanamahatana , L. B. Resnick , Phil Robbins , Anthony Robins , Marc Roper , John Rosenberg , Isla Ross , Guido Rößling , Janet Rountree , Nathan Rountree , Jorma Sajaniemi , Jerome Saltmarsh , Kate Sanders , Ian D. Sanders , André L. Santos , Amitrajit Sarkar , R. Keith Sawyer , Carsten Schulte , Judy Sheard , L. Shulman , Beth Simon , Simon , Elliot Soloway , Juha Sorva , Christian Spannagel , Jim Spohrer , Ioanna Stamouli , John T. Stasko , Taro Sugihara , Erkki Sutinen , John Sweller , Ahmad Taherkhani , Grace Tan , Donna Teague , Matti Tedre , Ewan D. Tempero , Lynda Thomas , Errol Thompson , Allen B. Tucker , A. Joe Turner , Mark J. Van Gorp , Anne Venables , W. Visser , John Vlissides , Scott Wallace , Jacqueline L. Whalley , Murray Wood , Cecile Yehezkel , Paul R. Young , Carol Zander , Andreas Zendler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Begriffe KB IB clear | cognitive load theory (CLT) , Fehlvorstellungen / misconceptions , Fehlvorstellungen beim Programmieren , Fehlvorstellungen bezüglich bedingten Anweisungen , Fehlvorstellungen bezüglich Initialisierung , Fehlvorstellungen bezüglich Kontrollstrukturen , Fehlvorstellungen bezüglich Rekursion , Fehlvorstellungen bezüglich Schleifen , Fehlvorstellungen bezüglich Variablen , notional machine , OOPobject oriented programming , Programmierenprogramming , Programmierkonzepteprogramming concepts , programming by demonstrationprogramming by demonstration , Rekursionrecursion | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Tagcloud
3 Erwähnungen auf anderen Websites im Umfeld von Beat Döbeli Honegger
Website | Webseite | Datum |
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Didaktik der Informatik 2019 | S4: Was weiss man zum Programmieren? | 22.08.2019 |
Didaktik der Informatik 2020 | S4: Was weiss man zum Programmieren? | 22.08.2019 |
Didaktik der Informatik 2021 | S4: Was weiss man zum Programmieren? | 22.08.2019 |
Zitationsgraph
Zeitleiste
14 Erwähnungen
- Koli Calling 2012 - 12th Koli Calling International Conference on Computing Education Research, Koli Calling '12, Koli, Finland, November 15-18, 2012 (Mikko-Jussi Laakso, Robert McCartney) (2012)
- A mobile learning application for parsons problems with automatic feedback (Ville Karavirta, Juha Helminen, Petri Ihantola) (2012)
- ICER 2015 - Proceedings of the eleventh annual International Conference on International Computing Education Research, ICER 2015, Omaha, NE, USA, August 09 - 13, (Brian Dorn, Judy Sheard, Quintin I. Cutts) (2015)
- Measuring Knowledge of Misconceptions in Computer Science Education (Laura Ohrndorf) (2015)
- Modality matters - Understanding the Effects of Programming Language Representation in High School Computer Science Classrooms (David Weintrop) (2016)
- Entwicklung und Validierung eines Instruments zur Messung des Wissens über Fehlvorstellungen in der Informatik (Laura Ohrndorf) (2016)
- Computer Science Education - Perspectives on Teaching and Learning in School (Sue Sentance, Erik Barendsen, Carsten Schulte) (2018)
- Programming Paradigms and Beyond (Shriram Krishnamurthi, Kathi Fisler) (2018)
- ICER 2018 - Proceedings of the 2018 ACM Conference on International Computing Education Research, ICER 2018, Espoo, Finland, August 13-15, 2018 (Lauri Malmi, Ari Korhonen, Robert McCartney, Andrew Petersen) (2018)
- Programming Misconceptions for School Students (Alaaeddin Swidan, Felienne Hermans, Marileen Smit) (2018)
- How Machine Learning impacts the Undergraduate Computing Curriculum (R. Benjamin Shapiro, Rebecca Fiebrink, Peter Norvig) (2018)
- The Cambridge Handbook of Computing Education Research (Sally Fincher, Anthony V. Robins) (2019)
- Unterrichtseinheit Variablenkonzept auf der Sekundarstufe - Misskonzepte und deren Überwindung bei der Entwicklung des Variablenkonzepts auf der Sekundarstufe in Scratch (Christian Rauter) (2019)
- Proceedings of the 14th Workshop in Primary and Secondary Computing Education, WiPSCE 2019, Glasgow, Scotland, UK, October 23-25, 2019 (2019)
- Eight-Year-Olds' Conceptions of Computer Viruses - A Quantitative Study (Tereza Hannemann, Tereza Stárková, Pavel Jezek, Kristina Volná, Katerina Kacerovská, Cyril Brom) (2019)
- Programmierkompetenzen von Lehrpersonen des Zyklus 3 - Aktueller Stand der Aus- und Weiterbildung von Lehrpersonen des Zyklus 3 bezüglich persönlicher Programmierkompetenzen (Adrian Degonda) (2021)
- Vorstellungen von Lernenden zum Aufbau von Informatiksystemen - eine multimethodische Untersuchung von Lernvoraussetzungen zum Denken in Teilen von Ganzen (Nils Pancratz) (2021)
- CT 2.0 (Matti Tedre, Peter J. Denning, Tapani Toivonen) (2021)
Co-zitierte Bücher
Learner-Centered Design of Computing Education
Research on Computing for Everyone
(Mark Guzdial) (2015)Volltext dieses Dokuments
Visual Program Simulation in Introductory Programming Education: Gesamtes Buch als Volltext (: , 16041 kByte; : 2021-03-21) | |
Misconception Catalogue: Kapitel als Volltext (: , 88 kByte) |
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Beat 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.). Aufgrund der vielen Verknüpfungen im Biblionetz scheint er sich intensiver damit befasst zu haben.