A Pedagogical Review of Programming Education Research: What Have We Learned

A Pedagogical Review of Programming Education Research: What Have We Learned

Belle Selene Xia (Department of Information and Computer Science, Aalto University, Aalto, Finland)
Copyright: © 2017 |Pages: 10
DOI: 10.4018/IJOPCD.2017010103


Previous research has shown that especially novice students may find learning programming to be difficult in terms of programming concepts and program design. Many students fail to write correct program codes after the course and achieve the level of skills set by the learning goals of the course. In order to overcome the challenges of learning programming, we are interested in the pedagogical techniques of learning and teaching programming as well as some of the learning tools used to support programming education. This knowledge would help us to better align the design of programming courses with the teaching goal of these courses. New research opportunities are opened in the field of contributing student pedagogy in programming education.
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1. Concepts And Background Of Programming Education

Bruse et al. (2004) have defined learning as widening one’s personal experience of a given phenomenon and teaching as enhancing students’ experience of the given phenomenon through the alignment of critical dimensions in these experiences. According to the theory of constructivism, a teacher may question the student during the teaching process in order to understand what learning models the student possesses, and then attempt to guide them to the correct theories. Constructivism is a theory of learning in which the students construct knowledge rather than merely receiving and storing knowledge shared by the teacher (Mordechai, 1998).

Thompson (2008) has defined learning programming as a process of understanding and applying programming and algorithms knowledge into practice by solving computing problems in an innovative manner. Clear et al. (2009) have classified learning programming according to the level of programming knowledge into the following knowledge levels:

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