Supporting reflection in introductory computer science

Fekete, Alan; Kay, Judy; Kingston, Jeff; Wimalaratne, Kapila

doi:10.1145/330908.331844

Cited by 34 publications

(10 citation statements)

References 1 publication

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“…In their study of learning styles and performance in an introductory programming sequence, Thomas et al (2002) found that reflective learners, who learned by thinking things through and working on their own, scored higher than active learners who learned by trying things out and working with others. To enhance student reflection in an introductory programming unit, Fekete et al (2000) incorporated different assessment strategies, and reported that, in their view, reflection enhanced the technical mastery of their students.…”

Section: Assessmentmentioning

confidence: 99%

Befriending Computer Programming: A Proposed Approach to Teaching Introductory Programming

Miliszewska

Tan

2007

Proceedings of the 2007 InSITE Conference

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The problems encountered by students in first year computer programming units are a common concern in many universities including Victoria University. A fundamental component of a computer science curriculum, computer programming is a mandatory unit in a computing course. It is also one of the most feared and hated units by many novice computing students who, having failed or performed poorly in a programming unit, often drop out from a course. This article discusses some of the difficulties experienced by first year programming students, and reviews some of the initiatives undertaken to counter the problems. The article also reports on the first stage of a current research project at Victoria University that aims to develop a balanced approach to teaching first year programming units; its goal is to 'befriend' computer programming to help promote success among new programming students.

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Section: Assessmentmentioning

confidence: 99%

Befriending Computer Programming: A Proposed Approach to Teaching Introductory Programming

Miliszewska

Tan

2007

Proceedings of the 2007 InSITE Conference

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“…Reflection over software development process [35]; questioning and evaluation of process; open-ended problem-solving and design [36]. challenges faced by educators within this space, supporting the adoption of pedagogy based around explicit sharing of mental models, and guided discovery techniques.…”

Section: Discussionmentioning

confidence: 99%

Neo-piagetian Forms of Reasoning in Software Development Process Construction

Falkner

Vivian

Falkner

2013

2013 Learning and Teaching in Computing and Engineering

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ICT students continue to struggle in their development of fundamental programming skills and software development processes. Crucial to successful mastery is the development of discipline specific cognitive and metacognitive skills, including self-regulation. We can assist our students in the process of reflection and self-regulation by identifying and articulating successful self-regulated learning strategies for specific discipline contexts. However, in order to do so, we must develop an understanding of those discipline specific strategies that can be successful and readily adopted by students, and ways of understanding and articulating successful mental models.In this paper, we explore a Neo-Piagetian analysis of students' reflections upon their software development processes, enabling us to identify mental models for software development. We adopt a case study approach, identifying key examples of preoperational behaviours that rely upon self-regulated learning strategies in place of articulated mental models, through to formal operational behaviours exhibiting complex, multi-relationship models of software development and design activities. Our study provides support for pedagogy for sharing of mental models and strategies amongst students, and guiding students by explicitly modelling the software development process.

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“…Our main goal was to encourage and support reflection activities. Not so much reflection on the learning process where a reflective diary might be more appropriate [6], but reflection on programming related concepts, constructs, examples etc. ; and the way they are understood and can be further employed.…”

Section: Discussion and Future Plansmentioning

confidence: 99%

Educational benefits of metadata creation by students

Or‐Bach

2005

SIGCSE Bull.

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Repositories of learning objects are developed and used by computer science educators especially for the teaching of programming, data types, and algorithms. Developing a learning object requires decisions about the granularity and the respective metadata for further retrieval. In this paper, we describe educational advantages of learning activities that deal with metadata creation by students. The learning objects relate to computer programming examples that the students use and reuse throughout a course.

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Supporting reflection in introductory computer science

Cited by 34 publications

References 1 publication

Befriending Computer Programming: A Proposed Approach to Teaching Introductory Programming

Befriending Computer Programming: A Proposed Approach to Teaching Introductory Programming

Neo-piagetian Forms of Reasoning in Software Development Process Construction

Educational benefits of metadata creation by students

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