Abstract : First programming courses often fail to motivate students to continue their software studies. Students find it hard to acquire the logic of computer programming. Especially students in multicultural, heterogeneous student groups are unable to apply logical thinking consistently or to follow instructions in a systematic fashion. Transfer of thinking skills from mathematics to programming does not take place as expected. Efforts to describe the thinking process in program authoring have failed, and process of problem solving in program design remains as evasive as heuristic processes in general. Evidently, it is based on accumulated expert knowledge that is not easily describable. Programming is an independent domain of expert knowledge that requires systematic practice and self-monitoring in construction of appropriate mental patterns.
Nicholas Reynolds; Márta Turcsányi-Szabó. IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC), Sep 2010, Brisbane, Australia. Springer, IFIP Advances in Information and Communication Technology, AICT-324, pp.155-164, 2010, Key Competencies in the Knowledge Society. 〈10.1007/978-3-642-15378-5_15〉
https://hal.inria.fr/hal-01054703
Contributeur : Hal Ifip
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Soumis le : vendredi 8 août 2014 - 10:10:05
Dernière modification le : mercredi 9 août 2017 - 13:53:38
Document(s) archivé(s) le : mercredi 26 novembre 2014 - 15:52:53
Jaana Holvikivi. Conditions for successful learning of programming skills. Nicholas Reynolds; Márta Turcsányi-Szabó. IFIP TC 3 International Conference on Key Competencies in the Knowledge Society (KCKS) / Held as Part of World Computer Congress (WCC), Sep 2010, Brisbane, Australia. Springer, IFIP Advances in Information and Communication Technology, AICT-324, pp.155-164, 2010, Key Competencies in the Knowledge Society. 〈10.1007/978-3-642-15378-5_15〉. 〈hal-01054703〉
