Abstract
Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts such as assignment and object reference. This paper proposes a constructivist-based teaching model, integrating a cognitive conflict strategy with program visualization, with the aim of improving novice programmers’ mental models. The results of a preliminary empirical study suggest that, for the relatively straightforward concept of assignment, tight integration of program visualization with a cognitive conflict event that highlights a student’s inappropriate understanding can help improve students’ non-viable mental models. 14 out of 18 participants who held non-viable mental models of the assignment process successfully changed their model to be viable as a result of the proposed teaching model.
Original language | English |
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Number of pages | 8 |
Publication status | Unpublished - 1 Jul 2007 |
Event | Eleventh Workshop on Pedagogies and Tools for the Teaching and Learning of Object Oriented Concepts. ECOOP Workshops 2007 - , United Kingdom Duration: 1 Jul 2007 → … |
Conference
Conference | Eleventh Workshop on Pedagogies and Tools for the Teaching and Learning of Object Oriented Concepts. ECOOP Workshops 2007 |
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Country/Territory | United Kingdom |
Period | 1/07/07 → … |
Keywords
- programmers
- mental models
- novice programmers