Journal article
A conceptual framework for analysing students' knowledge of programming
Journal of Research on Computing in Education, Vol.29(3), pp.276-297
1997
Abstract
This article proposes a conceptual framework for analyzing students’ knowledge of programming. The framework integrates three distinct types of programming knowledge identified in the educational computing literature (syntactic, conceptual, and strategic) with three distinct forms of knowledge proposed in the cognitive psychology literature (declarative, procedural and conditional). Analysis of empirical data from a previous experimental study (Volet, 1991) provided support for the usefulness of the model and its educational potential for diagnosing deficiencies in the programming knowledge of novice programmers during a course of instruction and for designing appropriate instruction in introductory programming.
Details
- Title
- A conceptual framework for analysing students' knowledge of programming
- Authors/Creators
- T.J. McGill (Author/Creator) - Murdoch UniversityS.E. Volet (Author/Creator) - Murdoch University
- Publication Details
- Journal of Research on Computing in Education, Vol.29(3), pp.276-297
- Publisher
- International Society for Technology in Education
- Identifiers
- 991005542131707891
- Copyright
- (c) Tanya McGill and Simone Volet
- Murdoch Affiliation
- School of Information Technology
- Language
- English
- Resource Type
- Journal article
Metrics
1120 File views/ downloads
139 Record Views