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dc.contributor.authorScott, M-
dc.contributor.authorGhinea, G-
dc.identifier.citationHEA STEM '13, University of Birmingham, Birmingham, UK: Paper 028P: 1 - 5, 14-19 Apr 2013en_US
dc.descriptionCopyright @ 2013 HEAen_US
dc.description.abstractProgramming 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.en_US
dc.publisherHigher Education Academyen_US
dc.subjectComputer science educationen_US
dc.subjectComputer programmingen_US
dc.subjectLaboratory instructionen_US
dc.subjectAffective developmenten_US
dc.titleEducating programmers: A reflection on barriers to deliberate practiceen_US
dc.typeConference Paperen_US, UK-
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Computer Science
Dept of Computer Science Research Papers

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