What is Difficult in Learning Programming Language Based on Problem-Solving Skills?

A large number of students fail when beginning the study of computer programming, and withdraw from courses because of the many difficulties they face while trying to grasp the basic concepts. Programming education is typically based on putting problem-solving skills to use, by identifying a problem, developing an algorithm to tackle it, and coding that algorithm with some programming language, whose syntax and semantics must be learned. Extant research has highlighted the challenges associated with learning/teaching a programming language. However, researchers are still struggling to provide effective guidance to practitioners in this field. We believe that a better understanding of the teaching/learning process in the virtual world Second Life is a potential avenue for using this environment in classes. In this experimental research, we observed and reflected upon the problems that came up and then presented and discussed the results. We conclude with implications for future research and for practicing teachers.

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Exploring Computer Science with MicroworldsEX to Learn Geometry and Logo Programming Code

Theory and Practice: An Interface or A Great Divide? ◽

10.37626/ga9783959871129.0.111 ◽

2019 ◽

pp. 593-598

Author(s):

Thomas Walsh Jr.

Keyword(s):

Problem Solving ◽

Computer Science ◽

Programming Language ◽

Meta Analysis ◽

Programming Environments ◽

Problem Solving Skills ◽

Cognitive Problem ◽

Logo Programming ◽

Guided Instruction ◽

Bureau Of Labor Statistics

Future employment of computer-programming jobs will be best for applicants with experience in different languages and coding tools (Bureau of Labor Statistics, 2018). Empirical and meta-analysis research studies support of teaching Logo programming in developing student cognitive problem-solving skills has been documented. Using guided instruction with teacher-mediated scaffolding Exploring Computer Science with MicroworldsEX (Walsh, 2013-2017) has been found as an effective method in preparing students using the Logo code programming language to create geometric graphic, animation, and gaming projects. More research is needed to study teacher scaffolding and mediation skills to support learning Logo coding and transfer to other domains including other programming environments.

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Programming and Problem Solving: Will Two Languages Do it?

Journal of Educational Computing Research ◽

10.2190/nqmu-9aed-rdd7-4r5n ◽

1988 ◽

Vol 4 (4) ◽

pp. 467-484 ◽

Cited By ~ 4

Author(s):

Diane McGrath

Keyword(s):

Second Language ◽

High School Students ◽

Problem Solving ◽

Programming Language ◽

First Language ◽

Creative Problem Solving ◽

School Students ◽

Problem Solving Skills ◽

Creative Problem ◽

First Programming Language

High school students learning a second programming language, students learning a first language, and students receiving no programming instruction were compared to determine whether instruction in a second language helps produce transfer of problem-solving skills. Approximately half of each programming group received a two-week problem-solving intervention. Six problem-solving measures were used: use of re-useable procedures, solution of problems by analogy, solution of Hanoi-like problems (recursive procedures), creative problem solving, use of the biconditional, and debugging. Students receiving the problem-solving intervention in their first programming language course improved ( p < .05) on the use of the biconditional and on creative problem solving. Students learning a second language were significantly better at debugging ( p < .05) than those learning only a first language. Suggestions are made for further research.

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Developing mathematical problem solving skills

Journal of Computer Assisted Learning ◽

10.1046/j.1365-2729.1998.144066.x ◽

1998 ◽

Vol 14 (4) ◽

pp. 278-291 ◽

Cited By ~ 2

Author(s):

B. Abidin ◽

J.R. Hartley

Keyword(s):

Problem Solving ◽

Mathematical Problem ◽

Mathematical Problem Solving ◽

Problem Solving Skills

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Assessing Collaborative Behavior in Students

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000329 ◽

2016 ◽

Vol 32 (1) ◽

pp. 52-60 ◽

Cited By ~ 4

Author(s):

Katarina Krkovic ◽

Sascha Wüstenberg ◽

Samuel Greiff

Keyword(s):

Problem Solving ◽

Collaborative Problem Solving ◽

Seventh Graders ◽

Computer Assisted ◽

Personality Tests ◽

Problem Solving Skills ◽

Knowledge Application ◽

Computer Agent ◽

Collaborative Behavior ◽

Confirmatory Factor

Abstract. Skilful collaborative problem-solving is becoming increasingly important in various life areas. However, researchers are still seeking ways to assess and foster this skill in individuals. In this study, we developed a computer-assisted assessment for collaborative behavior (COLBAS) following the experiment-based assessment of behavior approach (objective personality tests; Cattell, 1958 ). The instrument captures participants’ collaborative behavior in problem-solving tasks using the MicroDYN approach while participants work collaboratively with a computer-agent. COLBAS can thereby assess problem-solving and collaborative behavior expressed through communication acts. To investigate its validity, we administered COLBAS to 483 German seventh graders along with MicroDYN as a measure of individual problem-solving skills and questions regarding the motivation to collaborate. A latent confirmatory factor analysis suggested a five-dimensional construct with two problem-solving dimensions (knowledge acquisition and knowledge application) and three collaboration dimensions (questioning, asserting, and requesting). The results showed that extending MicroDYN to include collaborative aspects did not considerably change the measurement of problem-solving. Finally, students who were more motivated to collaborate interacted more with the computer-agent but also obtained worse problem-solving results.

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