From playing to understanding: the transformative potential of discourse versus syntax in learning to program

Michael Flanagan, Janice Smith

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

    Abstract

    This chapter examines the transformative potential of discourse versus syntax in learning to program.
    LanguageEnglish
    Title of host publicationThreshold Concepts Within the Disciplines
    EditorsRay Land, Jan Meyer, Jan Smith
    Place of PublicationRotterdam
    Pages91-104
    Number of pages15
    Publication statusPublished - 3 Apr 2008

    Publication series

    NameEducational Futures
    PublisherSense
    Volume16

    Fingerprint

    syntax
    discourse
    learning

    Keywords

    • teaching
    • concept learning
    • theory of knowledge

    Cite this

    Flanagan, M., & Smith, J. (2008). From playing to understanding: the transformative potential of discourse versus syntax in learning to program. In R. Land, J. Meyer, & J. Smith (Eds.), Threshold Concepts Within the Disciplines (pp. 91-104). (Educational Futures; Vol. 16). Rotterdam.
    Flanagan, Michael ; Smith, Janice. / From playing to understanding : the transformative potential of discourse versus syntax in learning to program. Threshold Concepts Within the Disciplines. editor / Ray Land ; Jan Meyer ; Jan Smith. Rotterdam, 2008. pp. 91-104 (Educational Futures).
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    Flanagan, M & Smith, J 2008, From playing to understanding: the transformative potential of discourse versus syntax in learning to program. in R Land, J Meyer & J Smith (eds), Threshold Concepts Within the Disciplines. Educational Futures, vol. 16, Rotterdam, pp. 91-104.

    From playing to understanding : the transformative potential of discourse versus syntax in learning to program. / Flanagan, Michael; Smith, Janice.

    Threshold Concepts Within the Disciplines. ed. / Ray Land; Jan Meyer; Jan Smith. Rotterdam, 2008. p. 91-104 (Educational Futures; Vol. 16).

    Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)

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    AB - This chapter examines the transformative potential of discourse versus syntax in learning to program.

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    KW - concept learning

    KW - theory of knowledge

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    M3 - Chapter (peer-reviewed)

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    EP - 104

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    ER -

    Flanagan M, Smith J. From playing to understanding: the transformative potential of discourse versus syntax in learning to program. In Land R, Meyer J, Smith J, editors, Threshold Concepts Within the Disciplines. Rotterdam. 2008. p. 91-104. (Educational Futures).