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Tags · all · Anwendungen (3) · Fehler machen (2) · Forschung (4) · Informatik zelebrieren (1) · Klassiker (2) · Objects first (3) · Peer Instruction (1) · Programme lesen (2) · Programmier-Lernumgebungen (6) · Programmieren lernen (21) · Psychologie des Programmierens (6) · Unterrichtsinhalte (11)
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Between the competent students and the unprepared students there are four other student groups who have their own kind of problems with different skills related to programming. The practical students and the theoretical students have an opposite perspective to programming. The former are able to do programming and the latter are able to analyze programs. The memorizing students know programming concepts but have problems on all the other fields. The last
group, indifferent students, should be studied better to understand their problems deeper. A Categorization of Novice Programmers: A Cluster Analysis Study (2007) |
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First, students were tested on their ability to predict the outcome of executing a short piece of code. Second, students were tested on their ability, when given the desired function of short piece of near-complete code, to select the correct completion of the code from a small set of possibilities. Many students were weak at these tasks, especially the latter task, suggesting that such students have a fragile grasp of skills that are a prerequisite for problem-solving. A multi-national study of reading and tracing skills in novice programmers (2004) |
| The first and most significant result was that the students did much more poorly than we expected. [...] The result about bi-modality is troubling. There are two distinct groups of performance in our datasets. This result suggests that our current teaching approach is leading to one kind of performance for one sizable group of students and another kind of performance for another sizable group. |
| Students often have the perception that the focus of their first-year courses is to learn the syntax of the target programming language. This perception can lead students to concentrate on implementation activities, rather than activities such as planning, design, or testing. |
| Indeed, we have seen that, under the force of these general cognitive mechanisms, deciding on appropriate objects, classes, and relations is sometimes influenced by irrelevant surface clues or everyday meanings of these concepts, thus leading to inappropriate choices. Intuition is a powerful tool, which helps us navigate successfully through most everyday tasks, but may at times get in the way of more formal processes. |
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Textbooks used in introductory programming courses typically focus on the syntax and semantics of constructs in a language. New research with novice programmers, however, suggests that language constructs do not pose major stumbling blocks for novices learning to program. Rather, the real problems novices have lie in "putting the pieces together," composing and coordinating components of a program. Expert programmers know a great deal more than just the syntax and semantics of language constructs. They have built up large libraries of stereotypical solutions to problems as well as strategies for coordinating and composing them. Learning to program = learning to construct mechanisms and explanations (1986) |