Search results for "programming education"
showing 3 items of 3 documents
Making teaching of programming learning-oriented and learner-directed
2011
Programming education has been traditionally realized in the form of lecturing, but other approaches are under discussion. These emphasize active participation on the part of students, and, as a research activity, consider pedagogic questions holistically. We join this discussion by stating a course design in which we promote a learning-oriented study culture where learning should not be characterized principally as the task of meeting some predefined completion requirements. Moreover, we want our course to be learner-directed meaning that students should take control over their own learning process. Grounded on these goals, this discussion paper gives us a starting point for a subsequent a…
Writing to Learn Programming? : A Single Case Pilot Study
2016
This paper explores the use of writing-to-learn techniques in the context of programming education. It presents a pilot study where a writing assignment is introduced with the purpose of strengthening students' conceptual understanding of a programming construct. The intervention is evaluated using a single case research design, which is augmented by qualitative interview data. Students participating in the study were mildly positive towards the intervention and the results encourage more work on the topic. This work sets directions for further investigations into how writing-to-learn can strengthen programming education and contributes with insights into what kinds of results can be obtain…
From Procedures to Objects: A Research Agenda for the Psychology of Object-Oriented Programming Education
2008
Programming education has experienced a shift from imperative and procedural programming to object-orientation. This shift has been motivated by educators’ desire to please the information technology industry and potential students; it is not motivated by research either in psychology of programming or in computer science education. There are practically no results that would indicate that such a shift is desirable, needed in the first place, or even effective for learning programming. Moreover, there has been an implicit assumption that classic results on imperative and procedural programming education and learning apply to object-oriented programming (OOP) as well. We argue that this is n…