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Neo-Piagetian Theory and the Novice Programmer

Donna Teague ,    
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iconZusammenfassungen

The 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 beim Programmieren, Formal-operatives Denkenformal operational stage, Konkrete Operationen concrete operational stage, Konstruktionismusconstructionism, Konstruktivismusconstructivism, 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 UmschlagTitelAbrufeIBOBKBLB
1930Mind in Society (Lew Semjonowitsch Vygotsky) 17, 4, 8, 12, 7, 30, 14, 31, 20, 21, 20, 1913918191529
1960The Process of Education (Jerome S. Bruner) 2, 3, 4, 8, 6, 12, 10, 9, 6, 2, 3, 2661522226
1962Thought and Language (Lew Semjonowitsch Vygotsky) 39200
1982    Mindstorms (Seymour Papert) 24, 6, 17, 34, 8, 62, 20, 32, 17, 26, 26, 2620645264799
1988Studying the Novice Programmer (Elliot Soloway, Jim Spohrer) 2, 2, 2, 6, 5, 8, 3, 4, 3, 2, 1, 3163376
2006Computer Science Education 4/20062, 2, 1, 1, 2, 5, 2, 1, 5, 1, 1, 354388
2006ICER 2006 (Richard J. Anderson, Sally Fincher, Mark Guzdial) 5, 3, 3, 6, 4, 10, 8, 5, 9, 2, 3, 42643486
2007ITiCSE 2007 (Janet Hughes, D. Ramanee Peiris, Paul T. Tymann) 5, 2, 4, 16, 5, 4, 5, 4, 5, 3, 5, 7232507484
2008ICER 2008 (Michael E. Caspersen, Raymond Lister, Mike Clancy) 4, 3, 3, 2, 7, 14, 3, 5, 8, 3, 2, 52534575
2010Computer Science Education 1/20101, 2, 1, 1, 4, 6, 4, 1, 6, 3, 1, 286260
2010ITiCSE 2010 (Reyyan Ayfer, John Impagliazzo, Cary Laxer) 9, 9, 11, 16, 10, 14, 3, 8, 13, 12, 10, 181411218874
2012ICER 2012 (Alison Clear, Kate Sanders, Beth Simon) 1, 2, 4, 2, 4, 4, 2, 3, 4, 6, 2, 43579460
2013ICER 2013 (Beth Simon, Alison Clear, Quintin I. Cutts) 6, 4, 1, 2, 9, 14, 2, 5, 3, 1, 2, 33895383
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Texte
Jahr UmschlagTitelAbrufeIBOBKBLB
   Language‐Independent Conceptual «Bugs» in Novice Programming (Roy Pea) 3800
1930    Interaction between Learning and Development (Lew Semjonowitsch Vygotsky) 2200
1956    The Magical Number Seven (George Miller) 3, 7, 3, 10, 4, 10, 4, 14, 9, 12, 10, 14493141281
1981The black box inside the glass box (Benedict du Boulay, Tim O'Shea, John Monk) 2, 1, 1, 2, 4, 2, 2, 5, 3, 3, 2, 31143274
1986    Learning to program = learning to construct mechanisms and explanations (Elliot Soloway) 1, 1, 2, 2, 2, 6, 4, 4, 2, 4, 2, 279248
1998    Constructivism in Computer Science Education (Mordechai Ben-Ari) 2, 2, 1, 2, 1, 1, 1, 2, 5, 4, 2, 37173137
2006    Predicting introductory programming performance (Susan Bergin, Ronan Reilly) 2100
2006    What do teachers teach in introductory programming? (Carsten Schulte, Jens Bennedsen) 1, 4, 3, 4, 3, 1, 3, 6, 2, 3, 2, 231239
2007    Is Abstraction the Key to Computing? (Jeff Kramer) 1, 3, 2, 2, 4, 3, 4, 4, 4, 3, 2, 15141329
2007Seven factors that influence ICT student achievement (Catherine Lang, Judy McKay, Sue Lewis) 1200
2007Hasty design, futile patching and the elaboration of rigor (David Ginat) 1200
2008    Abstraction ability as an indicator of success for learning computing science? (Jens Bennedsen, Michael E. Caspersen) 1, 1, 1, 1, 3, 2, 132110
2010    Learning edge momentum (Anthony Robins) 6100
2010A study on student performance in first year CS courses (Anabela Jesus Gomes, António José Mendes) 1100
2012    The importance of students' attention to program state (Colleen M. Lewis) 1, 2, 1, 1, 2, 3, 2, 1, 2, 2, 1, 4211432
2013    Geek genes, prior knowledge, stumbling points and learning edge momentum (Alireza Ahadi, Raymond Lister) 1, 1, 2, 3, 1, 1, 2, 1, 1, 1, 1, 221219

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