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Title: Educating programmers: A reflection on barriers to deliberate practice
Authors: Scott, M
Ghinea, G
Keywords: Computer science education;Computer programming;Laboratory instruction;Affective development;Feedback;Self-beliefs;Barriers
Issue Date: 2013
Publisher: Higher Education Academy
Citation: HEA STEM '13, University of Birmingham, Birmingham, UK: Paper 028P: 1 - 5, 14-19 Apr 2013
Abstract: Programming is a craft which often demands that learners engage in a significantly high level of individual practice and experimentation in order to acquire basic competencies. However, practice behaviors can be undermined during the early stages of instruction. This is often the result of seemingly trivial misconceptions that, when left unchecked, create cognitive-affective barriers. These interact with learners' self-beliefs, potentially inducing affective states that inhibit practice. This paper questions how to design a learning environment that can address this issue. It is proposed that analytic and adaptable approaches, which could include soft scaffolding, ongoing detailed formative feedback and a focus on self-enhancement alongside skill development, can help overcome such barriers.
Description: Copyright @ 2013 HEA
Appears in Collections:Publications
Computer Science
Dept of Computer Science Research Papers

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