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Improving the viability of mental models held by novice programmers
| Content Provider | Semantic Scholar |
|---|---|
| Author | Ma, Linxiao Ferguson, J. De Lancey Roper, Marc Wood, Murray |
| Copyright Year | 2007 |
| Abstract | Recent research has found that many novice programmers often hold non-viable mental models of basic programming concepts such as assignment and object reference. This paper proposes a constructivist-based teaching model, integrating a cognitive conflict strategy with program visualization, with the aim of improving novice programmers’ mental models. The results of a preliminary empirical study suggest that, for the relatively straightforward concept of assignment, tight integration of program visualization with a cognitive conflict event that highlights a student’s inappropriate understanding can help improve students’ non-viable mental models. 14 out of 18 participants who held non-viable mental models of the assignment process successfully changed their model to be viable as a result of the proposed teaching model. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://pureportal.strath.ac.uk/files-asset/4936210/10.1.1.105.1767_1_.pdf |
| Alternate Webpage(s) | http://www.cs.umu.se/~jubo/Meetings/ECOOP07/Submissions/MaEtAl_rev.pdf |
| Alternate Webpage(s) | http://strathprints.strath.ac.uk/32280/1/10.1.1.105.1767_1_.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
