Exploring Programming Instruction in Multidisciplinary Contexts

2019 ◽  
Author(s):  
Leo C. Ureel II ◽  
Michelle Jarvie-Eggart ◽  
Melanie Kueber Watkins ◽  
Russell Looks ◽  
Briana Bettin
Keyword(s):  
Programming Instruction

Collaborative Behavior Patterns of Students in Programming Instruction

2022 ◽  
pp. 073563312110622
Author(s):  
Sinan Hopcan ◽  
Elif Polat ◽  
Ebru Albayrak
Keyword(s):  
Preservice Teachers ◽  
Programming Languages ◽  
Sequential Analysis ◽  
Pair Programming ◽  
Programming Approach ◽  
Behavioral Learning ◽  
Programming Instruction ◽  
Collaborative Behavior ◽  
Lag Sequential Analysis ◽  
Programming Process

The pair programming approach is used to overcome the difficulties of the programming process in education environments. In this study, the interaction sequences during the paired programming of preservice teachers was investigated. Lag sequential analysis were used to explore students’ behavioral patterns in pair programming. The participants of the study consist of 14 students, seven pairs enrolled in a Programming Languages course. The findings indicate that there are significant behavioral learning sequences. During the program development process, students hesitated to create an algorithm and to improve an existing one while proposing the next step. In addition, they constantly waited for approval. Collaborative behaviors such as giving and receiving feedback and helping other partners were less observed in females. In addition, significant sequential driver and navigator behaviors were presented. The findings of the study have important implications for instructors and designers when using a pair programming approach in teaching programming. In the future, programming instruction environments can be designed by considering the learner behaviors that are presented in this study.

scholarly journals Development of the ICT Teachers’ Perceptions of the Contribution of Scratch Program to Programming Instruction Scale

2020 ◽  
Vol 4 (1) ◽  
pp. 53-71
Author(s):  
Serife Nur Yildiz ◽  
Alev Ates Cobanoglu ◽  
Tarik Kisla
Keyword(s):  
Programming Languages ◽  
Information And Communication Technologies ◽  
Programming Language ◽  
Visual Programming ◽  
Confirmatory Factor Analyses ◽  
Programming Instruction ◽  
Teachers Perceptions ◽  
National Education ◽  
Block Based ◽  
Visual Programming Language

Scratch which is one of the block-based software for facilitating programming teaching is commonly used for beginners of learning programming. However, there is a lack of studies about the perceptions of information and communication technologies (ICT) teachers regarding the contributions of this visual programming language. Therefore, this study deals with developing a scale for measuring ICT teachers’ perceptions based on unified theory of acceptance and use of technology (UTAUT) about Scratch’s contributions in teaching programming. The sample of the study includes 265 ICT teachers from Turkish Ministry of National Education (MoNE) secondary schools who used Scratch software in their courses. According to exploratory and confirmatory factor analyses results, final version for perceptions scale of ICT teachers regarding the contributions of block-based visual programming language (Scratch) includes 28 items. The Cronbach Alpha coefficient is 0.97. This scale can help the practitioners who aims at understanding the contributions of Scratch and the other block-based visual programming languages from ICT teachers’ perspective; the researchers who wish to investigate this contribution according to various variables and the decision-makers of using Scratch in programming instruction programs.  

The Coming of Age of Programming Instruction

1990 ◽  
Vol 35 (7) ◽  
pp. 693-694
Author(s):  
Mary Beth Rosson
Keyword(s):  
Coming Of Age ◽  
Programming Instruction

Filling the gap in programming instruction

2009 ◽  
Vol 41 (1) ◽  
pp. 276-280 ◽  
Author(s):  
Joey C.Y. Cheung ◽  
Grace Ngai ◽  
Stephen C.F. Chan ◽  
Winnie W.Y. Lau
Keyword(s):  
Programming Instruction

Computer Programming and Logical Reasoning: Unintended Cognitive Effects

1989 ◽  
Vol 18 (2) ◽  
pp. 123-141 ◽  
Author(s):  
Robert H. Seidman
Keyword(s):  
Programming Languages ◽  
Cognitive Skills ◽  
Conceptual Analysis ◽  
Computer Programming ◽  
Research Direction ◽  
Environmental Aspects ◽  
Negative Effects ◽  
Programming Instruction ◽  
Intellectual Skills ◽  
New Research

Recent research results having to do with explicit instruction in computer programming and cognitive skills indicate an increased emphasis upon the structure of the learning environment surrounding programming languages. A new research direction concerned with transfer effects due to environmental aspects of programming instruction is emerging. A conceptual analysis of the syntax and semantics of the IF-THEN [ELSE] conditional command is presented which suggests that mastering a procedural language itself (independent of environment) might have unintended, indirect, and potentially negative effects upon fundamental intellectual skills. Research is reported which suggests that there are unintended side-effects upon childrens' conditional reasoning ability due to learning a procedural computer programming language.

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