Pre-service and in-service teachers' experiences of learning to program in an object-oriented language

Computers and Education

Volumn 51, Issue 2, 2008, Pages 874-885

  Govender, Irene ^a   Grayson, Diane J ^b  

^a UNIVERSITY OF KWAZULU NATAL   (South Africa)

^b UNIVERSITY OF PRETORIA   (South Africa)

Author keywords

Object oriented programming; Phenomenography; Programming; Teaching and learning

Indexed keywords

CURRICULA; LEARNING SYSTEMS; OBJECT ORIENTED PROGRAMMING; PROBLEM SOLVING; STUDENTS; SYNTACTICS;

PHENOMENOGRAPHY; PROCEDURAL PROGRAMMING LANGUAGE;

TEACHING;

EID: 43849093119     PISSN: 03601315     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.compedu.2007.09.004     Document Type: Article

References (29)

1. Biggs J. Teaching for quality outcomes at university: What the student does (1999), Society for Research into Higher Education (SHRE) and Open University Press, Buckingham, UK
2. Booth S. Learning to program: A phenomenographic perspective. Göteborg studies in educational sciences vol. 89 (1992), Acta Universitatis Gothoburgensis, Göteborg
3. Booth S. On phenomenography, learning and teaching. Higher Education Research & Development 16 2 (1997) 135-158
4. Bowden J., and Marton F. The University of Learning: Beyond quality and competence in higher education (1998), Kogan Page, London
5. Brusilovsky P., Calabrese E., Hvorecky J., Kouchnirenko A., and Miller P. Mini- languages: a way to learn programming principles. Education and Information Technologies 2 1 (1997) 65-83
6. Carbone, A., & Kaasbøll, J. (1998). A survey of methods used to evaluate computer science teaching. In Proceedings of the 6th annual conference on the teaching of computer, Dublin City University (pp. 41-45).
7. Carr S.C. Assessing learning processes. Intervention in School & Clinic 37 3 (2002) 156 7p, 2 charts
8. Eck, D. J. (2004). Introduction to programming using Java [Online] Version 4.1, June 2004. Accessed February, 2005.
9. Fincher, S. (1999). What are we doing when we teach programming? In 29th ASEE/IEEE frontiers in education conference, November 10-13, 1999, San Juan, PR.
10. Govender, I. (2006). Learning to program, learning to teach programming: Pre- and in- service teachers' experiences of an object-oriented language. Unpublished doctoral thesis. The University of South Africa (UNISA), South Africa.
11. Jenkins, T. (2002). On the difficulty of learning to program. Accessed January, 2004.
12. Johansson B., Marton F., and Svensson L. An approach to describing learning as change between qualitatively different conceptions. In: Pines A.C., and West L.H.T. (Eds). Cognitive structure and conceptual change (1985), Academic Press, New York
13. Kaasbøll, J. J. (1999). Exploring didactic models for programming. In Norwegian informatics conference, Tapir, Trondheim (pp. 195-203).
14. Kölling M. The Problem of teaching Object-Oriented Programming, Part 1: Languages. Journal of Object-Oriented Programming 11 8 (1999) 8-15
15. Kölling, M., & Rosenberg, J. (2001). Guidelines for teaching object orientation with Java. In Proceedings of the 6th conference on information technology in computer science education (ITiCSE), Canterbury, 2001.
16. Linn, M. C. (1985). The cognitive consequences of programming instruction in classrooms. University of California, Berkeley. Educational Researcher.
17. Lister, R., & Leaney, J. (2003). Introductory programming, criterion-referencing, and bloom. In Proceedings ACM SIGCSE'03, 34th technical symposium on computer science education, Reno, Nevada, USA.
18. Mahmoud, Q. H., Dobosiewicz, W., & Swayne, D. (2004). Redesigning introductory computer programming with HTML, JavaScript and Java. In Proceedings of the 35th ACM technical symposium on computer science education (SIGCSE March 3-7, 2004), Norfolk, Virgina, USA (pp. 120-124).
19. Marton F. Phenomenography. Describing conceptions of the world around us. Instructional Science 10 2 (1981) 177-200
20. Marton F. Phenomenography: A research approach to investigating different understandings of reality. Journal of thought 21 3 (1986) 28-49
21. Marton F. Notes on ontology, Manuscript published as Searching for pedagogy of awareness. Forskning om utbildning 19 4 (1992) 28-40
22. Marton F., and Booth S. Learning and Awareness (1997), Lawrence Erlbaum, Mahwah, New Jersey
23. McCracken, M., Almstrum, V., Diaz, D., Guzdial, M., Hagan, D., Kolikant, Y.B.D., et al. (2001). A multi-national, multi-institutional study of assessment of programming skills of first year CS students: Report by the ITiCSE 2001 Working group on Assessment of Programming Skills of First-year CS students.
24. Petre, M. et al. (2003). "My criterion is: Is it a Boolean?" A card-sort elicitation of students' knowledge of programming constructs. Computing Laboratory, University of Kent: Canterbury, p. 37.
25. Prosser M., and Millar R. The "how" and "what" of learning physics. European Journal of Psychology of Education IV 4 (1989) 513-528
26. Prosser M., and Webb C. Relating the process of undergraduate essay writing to the finished product. Studies in Higher Education 19 2 (1994) 125-138
27. Shulman L.S. Those Who Understand: Knowledge Growth in Teaching. Educational researcher. Stanford University 15 2 (1986) 4-14
28. Wiggins, G. (1990). The case for authentic assessment. Practical Assessment, Research and Evaluation, 2(2). Accessed August, 2007.
29. Zhu, H., & Zhou, M. (2003). Methodology first and language second: A way to teach object-oriented programming. In OOPSLA'03, October 26-30, 2003, Anaheim, CA, USA.