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Beginners’ mental models of a programming language

Jones, Ann (1987). Beginners’ mental models of a programming language. In: Jones, Ann; Scanlon, Eileen and O'Shea, Tim eds. The Computer Revolution in Education: New Technologies in Distance Education. Brighton: Harvester Press, pp. 198–213.

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Abstract

In line with many other institutions, the Open University is responding to the demands of new technologies by producing not only courses which teach about the use of microelectronics but also training courses aimed at teachers using micros in schools, both as tools to aid learning and to teach programming concepts.

If we are going to make a reasonable job of teaching programming concepts, we must consider how programming is learnt; and, if a major audience is that of beginners, then we need to look at how novices learn their first programming language. This chapter discusses a study of how novices begin to learn programming in an environment which has been designed to tackle the thorny problem of teaching novices programming at a distance. It is concerned with the detailed investigation of students' learning, and producing models of that learning. The end point here is to use these models to improve instructional materials for teaching at a distance.

Item Type: Book Section
Copyright Holders: 1987 Ann Jones, Eileen Scanlon, Tim O'shea
ISBN: 0-7108-0985-9, 978-0-7108-0985-8
Keywords: distance education; educational technology; computer-assisted instruction
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 38824
Depositing User: Ann Jones
Date Deposited: 25 Oct 2013 09:54
Last Modified: 07 Dec 2018 10:19
URI: http://oro.open.ac.uk/id/eprint/38824
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