Abstract
Can we turn novices into experts in a four year undergraduate program? If so, how? If not, what is the best we can do? While every teacher has his/her own opinion on these questions, psychological studies over the last twenty years have started to furnish scientific answers. Unfortunately, little of these results have been incorporated into curricula or textbooks. This report is a brief overview of some of the more important results concerning computer programming and how they can affect course design.
- Adelson, B., and Soloway, E., The role of domain experience in software design, IEEE Transactions on Software Engineering, Vol. SE-11, No. 11, November, 1985, pp. 1351-1360. Google ScholarDigital Library
- Allwood, C., Novices on the computer: a review of the literature, International Journal of Man-Machine Studies , Vol. 25, 1986, pp. 633-658. Google ScholarDigital Library
- Anderson, J., The Architecture of Cognition, Harvard University Press, 1983. Google ScholarDigital Library
- Anderson, J., Cognitive Psychology and its Implications , 2nd Ed., Freeman, 1985.Google Scholar
- Bateson, A., Alexander, R., and Murphy, M., Cognitive processing differences between novices and expert computer programmers, International Journal of Man-Machine Studies, Vol. 26, 1987, pp. 649-660. Google ScholarDigital Library
- Brooks, R. (1983) Towards a theory of the comprehension of computer programming, International Journal of Man-Machine Studies, Vol. 18, pp. 543-554. Google ScholarDigital Library
- Chi, M., Feltovich, P., and Glaser, Categorization and representation of physics problems by experts and novices, Cognitive Science, Vol. 5, 1981, pp. 121-152.Google ScholarCross Ref
- Davies, S., The nature and development of programming plans, International Journal of Man-Machine Studies, Vol. 32, 1990, pp. 461-481. Google ScholarDigital Library
- Dreyfus, H. and Dreyfus, S., Mind Over Machine, Free Press, 1986.Google Scholar
- Gilmore, D., (1990a) Methodological issues in the study of programming, in Psychology of Programming , Ed. by Hoc, J., Green, T., Samurcay, R. and Gilmore, D., Academic Press, 1990, pp. 83-98.Google Scholar
- Gilmore, D., (1990b) Expert programming knowledge: a strategic approach, in Psychology of Programming, Ed. by Hoc, J., Green, T., Samurcay, R. and Gilmore, D., Academic Press, 1990, pp. 223-234.Google Scholar
- Gick, M., and Holyoak, K. Schema induction and analogical transfer, Cognitive Psychology, Vol. 15, 1983, pp. 1-38.Google ScholarCross Ref
- Goldman, N. Blazer, R. and Wile, D. (1977) The use of a domain model in understanding informal process descriptions, Proceedings of the Fifth International Joint Conference on Artificial Intelligence.Google Scholar
- Hesketh, B., Andrews, S. and Chandler, P., Training for transferable skills: the role of examples and schema, Educational and Training Technology International , Vol. 26, 1989, pp. 156-165.Google ScholarCross Ref
- Hoc, J.-M., and Nguyen-Xaun, A., Language semantics, mental models, and analogy, in Psychology of Programming, Ed. by Hoc, J., Green, T., Samurcay, R. and Gilmore, D., Academic Press, 1990, pp. 139-156.Google Scholar
- Kessler, C. and Anderson, J., Learning flow of control: recursive and iterative procedures, in Studying the Novice Programmer, Ed. by Soloway, E. and Spohrer. J., Lawrence Erlbaum Associates, Publishers. 1989, pp. 229-260.Google Scholar
- Linn, M., and Clancy, M., The case for case studies of programming problems, Communications of the ACM, Vol. 35, March, 1992, pp. 121-132. Google ScholarDigital Library
- Linn, M. and Dalbey, J., Cognitive consequences of programming instruction, in Studying the Novice Programmer , Ed. by Soloway, E. and Spohrer, J., Lawrence Erlbaum Associates, Publishers, 1989, pp. 57-82.Google Scholar
- Miller, M. and Goldstein, I. (1977) Structured planning and debugging, Proceedings of the Fifth International Joint Conference on Artificial Intelligence.Google Scholar
- Patel and Groen in Toward a General Theory of Expertise: Prospects and Limits, Ed. by Ericson, K. and Smith, J., Cambridge University Press, 1991.Google Scholar
- Pennington, N. (1987) Comprehension strategies in programming, in Empirical Studies of Programmers: Second Workshop, Ed. by Olson, Sheppard and Soloway, Ablex, 1987. Google ScholarDigital Library
- Perkins, D. and Martin, F., Fragile knowledge and neglected strategies in novice programmers, in Empirical Studies of Programmers, Ed. by Soloway and Iyengar, Ablex, 1986. Google ScholarDigital Library
- Petre. M. and Winder, R., Issues governing the suitability of programming languages for programming tasks. People and Computers IV: Proceedings of HCI'88, Cambridge University Press, 1988. Google ScholarDigital Library
- Sheil, B, The psychological study of programming, Computing Surveys, Vol. 13, No. 1, March 1981, pp. 101-120. Google ScholarDigital Library
- Visser, W. and Hoc, J., Expert software design strategies, in Psychology of Programming, Ed. by Hoc, J., Green, T., Samurcay, R. and Gilmore, D., Academic Press, 1990, pp. 235-250.Google Scholar
- Wiedenbeck, S., Processes in computer program comprehension, in Empirical Studies of Programmers, Ed. by Soloway, E. and Iyengar, S., Ablex, 1986, pp. 48-57. Google Scholar
Index Terms
- Programming pedagogy—a psychological overview
Recommendations
STEM Hip-hop Pedagogy: A Meta-synthesis on Hip-hop Pedagogy STEM Interventions Tools for Underrepresented Minorities in K-12 Education
ACM SE '19: Proceedings of the 2019 ACM Southeast ConferenceHip-hop pedagogy is the use of hip-hop artifacts and culture as resources to a curriculum or instruction. Applying hip-hop pedagogy to academic interventions has been suggested to effectively increase the value and connection to course content as well ...
Overview of the cyberTech-ITEST project: an initiative to attract and prepare under-represented students for tomorrow's careers in the computing sciences
SIGCSE '06: Proceedings of the 37th SIGCSE technical symposium on Computer science educationThis paper describes an NSF-funded initiative involving 600 underrepresented high school students and 60 teachers designed to introduce underrepresented students to the numerous and varied career opportunities in the computing sciences, prepare them to ...
Overview of the cyberTech-ITEST project: an initiative to attract and prepare under-represented students for tomorrow's careers in the computing sciences
This paper describes an NSF-funded initiative involving 600 underrepresented high school students and 60 teachers designed to introduce underrepresented students to the numerous and varied career opportunities in the computing sciences, prepare them to ...
Comments