But My Program Runs! Discourse Rules for Novice Programmers

Joni, S. A.; Soloway, Elliot

doi:10.2190/6e5w-ar7c-nx76-hut2

Cited by 81 publications

(21 citation statements)

References 7 publications

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“…The challenges described by the interviewees-students' alternative ideas as to what counts as satisfactory solutions and good approaches to problem-solving-were common before computers became prevalent in our lives (Joni and Soloway 1986;Pintrich, Berger and Stemmer 1987). However, it seems that convincing students to adopt the professional viewpoint is more challenging today than it was 20 years ago.…”

Section: Discussionmentioning

confidence: 99%

Computer science education as a cultural encounter: a socio-cultural framework for articulating teaching difficulties

Kolikant

2010

Instr Sci

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This study demonstrates the power of the cultural encounter metaphor in explaining learning and teaching difficulties, using as an example computer science education (CSE). CSE is envisioned as an encounter between veterans of two computeroriented cultures, that of the teachers and that of the students. Forty questionnaires administered to CS teachers, as well as in-depth interviews with four leading CS teachers, revealed those teachers perceived their students as having a different perspective on the domain, on what constitutes a beneficial approach to problem-solving and on the nature of satisfactory solutions. In fact, the teachers portrayed their teaching as a continual battle in which their success is limited. Yet, their instruction was characterized as a composite of enforcement and compromise, with few and isolated attempts at building on students' cultural capital. The cultural encounter metaphor, while still viewing students as novices to the professional CS culture represented by their teachers, emphasizes that good teaching requires building upon students' cultural capital to create zones of fertile cultural encounter.This paper proposes the metaphor of a cultural encounter for conceptualizing schooling. The usefulness of this metaphor for understanding teaching and learning difficulties is demonstrated via a study that explores CS teachers' awareness of and attitudes towards students' computer-related cultural capital. Implications for other domains are discussed, too.

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Section: Discussionmentioning

confidence: 99%

Computer science education as a cultural encounter: a socio-cultural framework for articulating teaching difficulties

Kolikant

2010

Instr Sci

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“…Students have difficulties in formulating an idea for a solution, recognizing similarities among problems, and identifying familiar subtasks in a compound problem; consequently, they frequently end up with incorrect and cumbersome algorithms [7] [8] [9] [10]. Unfortunately, students are often overwhelmed by the many new ideas and details they need to comprehend in this short period of time.…”

Section: Tahar Bensebaamentioning

confidence: 99%

An eAssessment Approach of Algorithmic ProblemSolving Skills

Bey¹,

Bensebaa²

2011

IJCA

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This work proposes a computer assisted assessment approach of algorithmic competencies. Aside from the fact that this approach brings a solution for delicate problem of e-assessment of algorithmic, in addition it is formative. Drawing one's inspiration from the basic principles of the algorithmic field itself, it recovers an interesting efficiency. It reclines on use of scalable solutions basis. Any learner's production, for a given problem, is automatically assessed if it is recognized, or assessed by a human expert if necessary. In the last case, it will enrich the basis if it is judged pedagogically interesting The purpose of this approach is to provide a formative and diagnostic assessment in order to empower the learner to acquire problemsolving skills of algorithmic. General TermsTechnology Enhancing Learning, eAssessment, Approach of understanding program

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“…First, programmers have to structure their programs so that they are readable for others: Joni and Soloway (1986) referred to these constraints as "discourse rules". Second, programmers are recommended to adopt a model of"stepwise refinement" to achieve algorithm and program design in a top-down fashion.…”

Section: Procedures Constraintsmentioning

confidence: 99%

Instructional strategies and tactics for the design of introductory computer programming courses in high school

Merriënboer

Krammer

1987

Instr Sci

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Abstract. This article offers an examination of instructional strategies and tactics for the design of introductory computer programming courses in high school. We distinguish the Expert, Spiral and Reading approach as groups of instructional strategies that mainly differ in their general design plan to control students' processing load. In order, they emphasize topdown program design, incremental learning, and program modification and amplification. In contrast, tactics are specific design plans that prescribe methods to reach desired learning outcomes under given circumstances. Based on ACT* (Anderson, 1983) and relevant research, we distinguish between declarative and procedural instruction and present six tactics which can be used both to design courses and to evaluate strategies. Three tactics for declarative instruction involve concrete computer models, programming plans and design diagrams; three tactics for procedural instruction involve worked-out examples, practice of basic cognitive skills and task variation. In our evaluation of groups of instructional strategies, the Reading approach has been found to be superior to the Expert and Spiral approaches.

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But My Program Runs! Discourse Rules for Novice Programmers

Cited by 81 publications

References 7 publications

Computer science education as a cultural encounter: a socio-cultural framework for articulating teaching difficulties

Computer science education as a cultural encounter: a socio-cultural framework for articulating teaching difficulties

An eAssessment Approach of Algorithmic ProblemSolving Skills

Instructional strategies and tactics for the design of introductory computer programming courses in high school

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