Students’ Misconceptions and Other Difficulties in Introductory Programming
Students’ Misconceptions and Other Difficulties in Introductory Programming
复制标题
学生在入门编程中的误解和其他困难
DOI：
--
复制
发表时间：
2017
影响因子：
2.4
通讯作者：
James Lehman
中科院分区：
文献类型：
--
作者：
Yizhou Qian;James Lehman
正在进行改善计算机科学教育的努力正在进行中，并在简介的编程课程中挑战了他们对编程和计算机科学的理解，关于该主题的相关研究在计算机科学教育领域的发展并不像数学和科学教育中的那样充分发展。本文，我们首先回顾了有关学生的失误的一般定义，并且在介绍了其他方面的概念和其他困难，我们研究了造成困难的策略和工具。根据文学的评论，我们发现学生在句法知识中表现出各种概念和其他困难概念知识和战略知识学生的困难与学生的先验知识有联系。难以开发的各种教学方法和工具，这些方法和工具的传播是有限的计算教育的研究超出了记录误解，以通过整合概念变化理论来解决学生（MIS）概念的发展。我们认为，发展和增强教师的教学内容知识（PCK），包括他们对学生的失误的了解以及应用有效的教学方法和工具来解决学生的困难的能力，对于教学介绍介绍节目编程至关重要。
Efforts to improve computer science education are underway, and teachers of computer science are challenged in introductory programming courses to help learners develop their understanding of programming and computer science. Identifying and addressing students’ misconceptions is a key part of a computer science teacher's competence. However, relevant research on this topic is not as fully developed in the computer science education field as it is in mathematics and science education. In this article, we first review relevant literature on general definitions of misconceptions and studies about students’ misconceptions and other difficulties in introductory programming. Next, we investigate the factors that contribute to the difficulties. Finally, strategies and tools to address difficulties including misconceptions are discussed. Based on the review of literature, we found that students exhibit various misconceptions and other difficulties in syntactic knowledge, conceptual knowledge, and strategic knowledge. These difficulties experienced by students are related to many factors including unfamiliarity of syntax, natural language, math knowledge, inaccurate mental models, lack of strategies, programming environments, and teachers’ knowledge and instruction. However, many sources of students’ difficulties have connections with students’ prior knowledge. To better understand and address students’ misconceptions and other difficulties, various instructional approaches and tools have been developed. Nevertheless, the dissemination of these approaches and tools has been limited. Thus, first, we suggest enhancing the dissemination of existing tools and approaches and investigating their long-term effects. Second, we recommend that computing education research move beyond documenting misconceptions to address the development of students’ (mis)conceptions by integrating conceptual change theories. Third, we believe that developing and enhancing instructors’ pedagogical content knowledge (PCK), including their knowledge of students’ misconceptions and ability to apply effective instructional approaches and tools to address students’ difficulties, is vital to the success of teaching introductory programming.