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Neo-Piagetian Theory and the Novice Programmer

Donna Teague , local web 
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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)

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Personen
KB IB clear
Alireza Ahadi, Mordechai Ben-Ari, Jens Bennedsen, Susan Bergin, Benedict du Boulay, Jerome S. Bruner, Michael E. Caspersen, 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
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Bücher
Jahr  Umschlag Titel Abrufe IBOBKBLB
class="j6" >1930 local  Mind in Society (Lew Semjonowitsch Vygotsky) 15, 11, 11, 13, 11, 15, 22, 4, 4, 1, 3, 11623912061
class="j5" >1960 local  The Process of Education (Jerome S. Bruner) 10, 13, 11, 9, 9, 14, 10, 14, 13, 3, 2, 1811612633
class="j5" >1962 Thought and Language (Lew Semjonowitsch Vygotsky) 50200
class="j5" >1982 local web  Mindstorms (Seymour Papert) 16, 15, 15, 17, 14, 28, 33, 5, 3, 6, 8, 52704555670
class="j5" >1988  local  Studying the Novice Programmer (Elliot Soloway, Jim Spohrer) 18, 13, 10, 10, 10, 7, 19, 11, 1, 4, 5, 558445400
class="j4" >2006 Computer Science Education 4/20066, 10, 17, 10, 7, 7, 8, 12, 10, 14, 3, 2343284
class="j4" >2006 ICER 2006 (Richard J. Anderson, Sally Fincher, Mark Guzdial) 3, 11, 16, 12, 9, 9, 6, 10, 15, 18, 3, 425613376
class="j3" >2007 ITiCSE 2007 (Janet Hughes, D. Ramanee Peiris, Paul T. Tymann) 22, 20, 11, 11, 11, 12, 13, 22, 9, 10, 3, 6452653946
class="j3" >2008 ICER 2008 (Michael E. Caspersen, Raymond Lister, Mike Clancy) 10, 11, 11, 10, 14, 13, 19, 6, 1, 4, 5, 238432388
class="j3" >2010 Computer Science Education 1/201011, 15, 14, 7, 7, 5, 8, 12, 16, 1, 1, 39121291
class="j3" >2010 ITiCSE 2010 (Reyyan Ayfer, John Impagliazzo, Cary Laxer) 18, 12, 12, 12, 15, 18, 18, 7, 6, 21, 10, 51923751757
class="j3" >2012 ICER 2012 (Alison Clear, Kate Sanders, Beth Simon) 11, 18, 13, 12, 12, 10, 13, 17, 25, 1, 4, 422934418
class="j3" >2013 ICER 2013 (Beth Simon, Alison Clear, Quintin I. Cutts) 12, 19, 12, 12, 12, 14, 12, 14, 8, 1, 3, 3371223447
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Texte
Jahr  Umschlag Titel Abrufe IBOBKBLB
class="j6" >1930 local web  Interaction between Learning and Development (Lew Semjonowitsch Vygotsky) 25602
class="j6" >1956 local web  The Magical Number Seven (George Miller) 8, 8, 8, 8, 14, 18, 14, 7, 1, 3, 4, 256321641
class="j5" >1981 local  The black box inside the glass box (Benedict du Boulay, Tim O'Shea, John Monk) 13, 13, 13, 10, 10, 17, 21, 5, 1, 1, 3, 116141612
class="j5" >1986 local web  Language‐Independent Conceptual «Bugs» in Novice Programming (Roy Pea) 19, 10, 8, 8, 4, 10, 10, 13, 2, 2, 2, 14161229
class="j5" >1986 local web  Learning to program = learning to construct mechanisms and explanations (Elliot Soloway) 16, 9, 10, 10, 5, 7, 14, 15, 2, 2, 4, 21292266
class="j4" >1998 local web  Constructivism in Computer Science Education (Mordechai Ben-Ari) 19, 15, 11, 11, 9, 7, 13, 14, 3, 1, 2, 317272426
class="j4" >2006 local web  Predicting introductory programming performance (Susan Bergin, Ronan Reilly) 2100
class="j4" >2006 local web  What do teachers teach in introductory programming? (Carsten Schulte, Jens Bennedsen) 9, 10, 6, 6, 8, 10, 11, 13, 4, 1, 3, 4483247
class="j4" >2007 local web  Is Abstraction the Key to Computing? (Jeff Kramer) 8, 13, 9, 3, 3, 5, 6, 12, 10, 2, 1, 33141511
class="j3" >2007 Seven factors that influence ICT student achievement (Catherine Lang, Judy McKay, Sue Lewis) 1200
class="j3" >2007 Hasty design, futile patching and the elaboration of rigor (David Ginat) 1200
class="j3" >2008 local web  Abstraction ability as an indicator of success for learning computing science? (Jens Bennedsen, Michael E. Caspersen) 6, 4, 2, 2, 2, 4, 8, 9, 1, 1, 1, 3221101
class="j3" >2010 local web  Learning edge momentum (Anthony Robins) 7600
class="j3" >2010 A study on student performance in first year CS courses (Anabela Jesus Gomes, António José Mendes) 1200
class="j3" >2012 local web  The importance of students' attention to program state (Colleen M. Lewis) 19, 11, 9, 9, 11, 13, 10, 13, 4, 1, 4, 41124265
class="j3" >2013 local web  Geek genes, prior knowledge, stumbling points and learning edge momentum (Alireza Ahadi, Raymond Lister) 3, 8, 3, 4, 4, 3, 4, 9, 4, 1, 3, 2111135

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

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