Identifying student misconceptions of programming
Identifying student misconceptions of programming
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识别学生对编程的误解
DOI：
10.1145/1734263.1734299
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发表时间：
2010
期刊：
影响因子：
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通讯作者：
Geoffrey L. Herman
中科院分区：
文献类型：
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作者：
Lisa C. Kaczmarczyk;Elizabeth R. Petrick;J. East;Geoffrey L. Herman
计算教育者通常对CS1学生的误解感到困惑。我们需要更清楚地理解这些误解，以帮助学生形成正确的概念。本文介绍了开发用于计算基础知识的概念清单的一个阶段：对一系列核心CS1主题中学生误解的调查，以前被认为是重要和困难的。与学生的正式访谈揭示了四个不同的主题，每个主题都包含许多有趣的误解。本文详细介绍了这些误解的三个：关于内存模型的两个误解，以及宣布原语的数据分配。个人误解是相关的，但差异很大，因此提供了在CI开发中使用的出色材料。此外，还为CS1讲师提供了直接可用的材料，以帮助他们的学生了解一些困难的入门概念。
Computing educators are often baffled by the misconceptions that their CS1 students hold. We need to understand these misconceptions more clearly in order to help students form correct conceptions. This paper describes one stage in the development of a concept inventory for Computing Fundamentals: investigation of student misconceptions in a series of core CS1 topics previously identified as both important and difficult. Formal interviews with students revealed four distinct themes, each containing many interesting misconceptions. Three of those misconceptions are detailed in this paper: two misconceptions about memory models, and data assignment when primitives are declared. Individual misconceptions are related, but vary widely, thus providing excellent material to use in the development of the CI. In addition, CS1 instructors are provided immediate usable material for helping their students understand some difficult introductory concepts.