The teaching of novice computer programmers: Bringing the scholarly-research approach to Australia

Clear, T; Edwards, J; Lister, R; Simon, B; Thompson, E; Whalley, J

The teaching of novice computer programmers: Bringing the scholarly-research approach to Australia

Clear, T Edwards, J

Lister, R

Simon, B Thompson, E Whalley, J

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Publication Type:: Conference Proceeding
Citation:: Conferences in Research and Practice in Information Technology Series, 2008, 78 pp. 63 - 68
Issue Date:: 2008-01-01

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Field	Value	Language
dc.contributor.author	Clear, T	en_US
dc.contributor.author	Edwards, J https://orcid.org/0000-0002-7105-997X	en_US
dc.contributor.author	Lister, R https://orcid.org/0000-0001-5780-0445	en_US
dc.contributor.author	Simon, B	en_US
dc.contributor.author	Thompson, E	en_US
dc.contributor.author	Whalley, J	en_US
dc.date.issued	2008-01-01	en_US
dc.identifier.citation	Conferences in Research and Practice in Information Technology Series, 2008, 78 pp. 63 - 68	en_US
dc.identifier.isbn	9781920682590	en_US
dc.identifier.issn	1445-1336	en_US
dc.identifier.uri	http://hdl.handle.net/10453/10826
dc.description.abstract	BRACElet is a multi-institutional multi-national research study of how novice programmers comprehend and write computer programs. This paper reviews the first action research cycle of the BRACElet project and, in the process, charts a path for the upcoming second cycle. The project remains close to educational practice, with much of the data being either data collected directly from exams sat by novices, or data from think-out-loud protocols where the task undertaken by a novice or an expert is modelled on an exam question. The first action research cycle analysed data in terms of the SOLO taxonomy. From think-aloud responses, the authors found that educators tended to manifest a SOLO relational response on small reading problems, whereas students tended to manifest a multistructural response. Furthermore, those students who manifested a relational response tended to do better overall in the exam than students who manifested a multistructural response. The second action research cycle will explore the relationship between the ability to read code and the ability to write code. Apart from reporting on the BRACElet project itself, this paper serves as an invitation for institutions and individuals to join the second action research cycle of the BRACElet project.	en_US
dc.relation.ispartof	Conferences in Research and Practice in Information Technology Series	en_US
dc.title	The teaching of novice computer programmers: Bringing the scholarly-research approach to Australia	en_US
dc.type	Conference Proceeding
utslib.citation.volume	78	en_US
utslib.for	0899 Other Information and Computing Sciences	en_US
dc.location.activity	Wollongong	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Business
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology
pubs.organisational-group	/University of Technology Sydney/Faculty of Engineering and Information Technology/School of Computer Science
pubs.organisational-group	/University of Technology Sydney/Strength - HCTD - Human Centred Technology Design
utslib.copyright.status	open_access
pubs.publication-status	Published	en_US
pubs.volume	78	en_US

Abstract:

BRACElet is a multi-institutional multi-national research study of how novice programmers comprehend and write computer programs. This paper reviews the first action research cycle of the BRACElet project and, in the process, charts a path for the upcoming second cycle. The project remains close to educational practice, with much of the data being either data collected directly from exams sat by novices, or data from think-out-loud protocols where the task undertaken by a novice or an expert is modelled on an exam question. The first action research cycle analysed data in terms of the SOLO taxonomy. From think-aloud responses, the authors found that educators tended to manifest a SOLO relational response on small reading problems, whereas students tended to manifest a multistructural response. Furthermore, those students who manifested a relational response tended to do better overall in the exam than students who manifested a multistructural response. The second action research cycle will explore the relationship between the ability to read code and the ability to write code. Apart from reporting on the BRACElet project itself, this paper serves as an invitation for institutions and individuals to join the second action research cycle of the BRACElet project.

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http://hdl.handle.net/10453/10826