Investigating and improving the models of programming concepts held by novice programmers
Investigating and improving the models of programming concepts held by novice programmers
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研究和改进新手程序员所持有的编程概念模型
DOI：
10.1080/08993408.2011.554722
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发表时间：
2011
影响因子：
2.7
通讯作者：
M. Wood
中科院分区：
文献类型：
--
作者：
Linxiao Ma;John D. Ferguson;M. Roper;M. Wood
引言的教学似乎远非成功，许多一年级的学生的表现比预期的一个可能的原因是，小说拥有“不可行”的心理模型（内部解释事物如何工作）然后引起误解和困难的概念。参考作业。这表明许多学生似乎拥有这些关键概念的“不可行”，并且那些似乎拥有可行的心理模型的学生在编程任务中的表现要比有不可行的模型的人要好得多一系列研究，提出了一种整合认知冲突和计划可视化的教学模型。材料，因此可以帮助新颖的程序员对关键概念有更好的了解。
The teaching of introductory computer programming seems far from successful, with many first-year students performing more poorly than expected. One possible reason for this is that novices hold ‘non-viable’ mental models (internal explanations of how something works) of key programming concepts which then cause misconceptions and difficulties. An initial study investigated the apparent viability of novices' models of fundamental programming concepts, focusing on value and reference assignment. This revealed that many students appeared to hold ‘non-viable’ mental models of these key concepts and that those students who appeared to hold viable mental models performed significantly better in programming tasks than those with non-viable models. To address this, a teaching model integrating cognitive conflict and program visualisation is proposed. A series of studies found that this teaching model is potentially effective in enhancing engagement with learning materials and may therefore help novice programmers develop a better understanding of key concepts.