Identifying student misconceptions of programming

Kaczmarczyk, Lisa C.; Petrick, Elizabeth; East, J. Philip; Herman, Geoffrey L.

doi:10.1145/1734263.1734299

Cited by 136 publications

(65 citation statements)

References 23 publications

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“…Assessment systems can assess syntax errors, logic errors and semantic errors relating to the source code. Syntax errors represent incorrect statements in programming languages (Kaczmarczyk et al, 2010). Semantic errors involve programming code which is syntactically correct; buy includes incorrect conditions (Schmidt, 2012).…”

Section: Introductionmentioning

confidence: 99%

Semi-Automatic Assessment Approach to Programming Code for Novice Students

Buyrukoğlu

Batmaz

Lock

2016

Proceedings of the 8th International Conference on Computer Supported Education

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Abstract:Programming languages have been an integral element of the taught skills of many technical subjects in Higher Education for the last half century. Moreover, secondary school students have also recently started learning programming languages. This increase in the number of students learning programming languages makes the efficient and effective assessment of student work more important. This research focuses on one key approach to assessment using technology: the semi-automated marking of novice students' programcode. The open-ended, flexible nature of programming ensures that no two significant pieces of code are likely to be the same. However, it has been observed that there are a number of common code fragments within these dissimilar solutions. This observation forms the basis of our proposed approach. The initial research focuses on the 'if' structure to evaluate the theory behind the approach taken, which is appropriate given its commonality across programming languages. The paper also discusses the results of real world analysis of novice students' programming code on 'if' structures. The paper concludes that the approach taken could form a more effective and efficient method for the assessment of student coding assignments.

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Section: Introductionmentioning

confidence: 99%

Semi-Automatic Assessment Approach to Programming Code for Novice Students

Buyrukoğlu

Batmaz

Lock

2016

Proceedings of the 8th International Conference on Computer Supported Education

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“…However, learning to program is quite challenging for beginner programmers as they suffer from a wide range of difficulties and deficits [1,2] conceptual 'bugs' [3,4] and misconceptions [5]. Considering the problems programming students are expected to solve in a programming course, de Raadt et al [6] developed a three-level scale: 'system', 'algorithmic' and 'sub-algorithmic'.…”

Section: Introduction "It's Not What You Know That Counts Anymore Itmentioning

confidence: 99%

Competing Dichotomies in Teaching Computer Programming to Beginner-Students

Nandigam¹,

Bathula²

2013

EDUCATION

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The goal in teaching computer programming is to develop in students the capabilities required of a professional software developer. Beginner programmers suffer from a wide range of difficulties and deficits. Several studies suggest that undertaking computer programming for meeting a real industry application is still a challenge for many students even after studying for a year or two. The purpose of this paper is to investigate the challenges in teaching computer programming to beginner-students and to initiate a dialog in the information and communication technology teaching community on how to teach and assess computer programming courses effectively. We undertake an extensive literature review to identify four major programming dichotomies in teaching computer programming: knowledge versus application, comprehension versus generation, procedural versus object oriented and functional versus imperative. Further, based on our teaching experience, we propose a practical approach to teaching computer programming to beginner-students. The paper discusses the implications to ICT teaching community and how teaching and assessments can be made effective to achieve the goal of making beginner programmer learn not only knowledge but also relevant application skills. We believe that the study would contribute to making ICT teaching more practical and effective in achieving their educational goals.

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“…En [57], los autores se enfocaron en identificar las misconceptions en programación, teniendo como referencia previa, la construcción de un Concept Inventory para fundamentos de computación, inspirado en el Force Concept Inventory en el campo de la docencia de la física [50]. Para este estudio, se condujeron entrevistas formales con el propósito de revelar las misconceptions, las mismas que fueron analizadas de manera cualitativa.…”

Section: Misconceptions Alrededor De La Programación Orientada a Objetosunclassified

“…Misconceptions en programas orientados a objetos 2008 Clúa et al [19] Misconceptions en programadores orientado a objetos 2010 Kaczmarczyk et al [57] Misconceptions en programación orientado a objetos 2012 Sirkiä et al [111] Misconceptions en programación orientada a objetos en ejercicios de simulación visual 2014 Flores et al [39] Dificultades de aprendizaje relacionados al Principio de Ocultación 2015 Flores et al [40] Dificultades en el diseño de software orientado a objetos Xinogalos et al [125] Dificultades en el entendimiento de los objetos y las clases Tabla A.1: Dificultades de diseño de software reportadas en la literatura Las figuras mostradas a continuación, describen los códigos ajustados por cada estudiante y corresponden al primer ejercicio individual envíado al inicio del período de instrucción. Los códigos ajustados se muestran en color verde y los estudiantes en orden ascendente.…”

Section: Año Estudiosunclassified

Dificultades en el aprendizaje del diseño de software orientado a objetos: un estudio cualitativo longitudinal

Naranjo¹,

Catherine²

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The software development companies look to reduce costs through the development of designs that will: a) ease the distribution of development work with the least communication between the parties; b) changeability, allowing to change a module without disturbing the other parties and; c) understandability, allowing to study a system module at a time.These basic software design features are achieved through the design of quasidecomposable systems, whose theoretical model was introduced by Simon in his search for a general theory of systems. In the field of software design, Parnas offers a practical way to achieve quasi-decomposable systems, called The Information Hiding Principle.The Information Hiding Principle is different criterion for decomposition into modules, whose implementation achieves the desirable characteristics of an efficient design at the development and maintenance level. The Principle and the object-oriented approach are related because the object-oriented approach facilitates the implementation of The Principle, which is why when objects begin to take hold, also appear alongside the difficulties in learning an object-oriented software design, which remain to this day, as reported in the literature.Difficulties in learning object-oriented software design has a great impact both in the classroom and in the profession. The detection of these difficulties will allow teachers to correct or route them before they move to the industry. On the other hand, the industry can be warned of potential problems related to the software development process.This thesis aims to investigate the difficulties in learning the object-oriented design, through an empirical study. The study was conducted through a qualitative case study, which consisted of three parts. The first, an initial study was aimed to understand the knowledge of the students around The Information Hiding Principle before they start the instruction. The second part, a study was conducted during the entire period of instruction in order to obtain the difficulties of software design and their level of persistence. Finally, a third party, whose purpose was to study the essential difficulties of learning and their possible sources.Participants in this study belonged to the field of Software Design of the European Master in Software Engineering at the Escuela Técnica Superior de Ingenieros Informáticos of Universidad Politécnica de Madrid. The qualitative data used for the analysis came from the observations in class time and exhibitions, performed interviews with students and exercises sent over the period of instruction.The difficulties presented in this thesis, in their different perspectives, provided concrete knowledge of a particular case study, making significant contributions in the area of software design, teaching, industry and methodological level.3

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Identifying student misconceptions of programming

Cited by 136 publications

References 23 publications

Semi-Automatic Assessment Approach to Programming Code for Novice Students

Semi-Automatic Assessment Approach to Programming Code for Novice Students

Competing Dichotomies in Teaching Computer Programming to Beginner-Students

Dificultades en el aprendizaje del diseño de software orientado a objetos: un estudio cualitativo longitudinal

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