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DC Field | Value | Language |
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dc.contributor.author | Scott, M | - |
dc.contributor.author | Ghinea, G | - |
dc.date.accessioned | 2013-06-21T08:32:47Z | - |
dc.date.available | 2013-06-21T08:32:47Z | - |
dc.date.issued | 2013 | - |
dc.identifier.citation | HEA STEM '13, University of Birmingham, Birmingham, UK: Paper 028P: 1 - 5, 14-19 Apr 2013 | en_US |
dc.identifier.uri | http://www.heacademy.ac.uk/events/detail/2012/17_18_Apr_HEA_STEM_2013_Conf_Bham | en |
dc.identifier.uri | http://bura.brunel.ac.uk/handle/2438/7472 | - |
dc.description | Copyright @ 2013 HEA | en_US |
dc.description.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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | Higher Education Academy | en_US |
dc.subject | Computer science education | en_US |
dc.subject | Computer programming | en_US |
dc.subject | Laboratory instruction | en_US |
dc.subject | Affective development | en_US |
dc.subject | Feedback | en_US |
dc.subject | Self-beliefs | en_US |
dc.subject | Barriers | en_US |
dc.title | Educating programmers: A reflection on barriers to deliberate practice | en_US |
dc.type | Conference Paper | en_US |
pubs.place-of-publication | York, UK | - |
pubs.organisational-data | /Brunel | - |
pubs.organisational-data | /Brunel/Administration and Support Staff | - |
pubs.organisational-data | /Brunel/Administration and Support Staff/Test Group | - |
pubs.organisational-data | /Brunel/PhD Students | - |
pubs.organisational-data | /Brunel/PhD Students/PhD Students | - |
pubs.organisational-data | /Brunel/University Research Centres and Groups | - |
pubs.organisational-data | /Brunel/University Research Centres and Groups/School of Engineering and Design - URCs and Groups | - |
pubs.organisational-data | /Brunel/University Research Centres and Groups/School of Engineering and Design - URCs and Groups/Brunel Innovation Centre | - |
Appears in Collections: | Publications Computer Science Dept of Computer Science Research Papers |
Files in This Item:
File | Description | Size | Format | |
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hea_stem_13_scott&ghinea_preprint.pdf | 156.13 kB | Adobe PDF | View/Open |
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